A Learning Engineering Model for Learner-Centered Adaptive Systems

Abstract

Multiple academic and industry-based communities have engaged in defining the theoretical constructs, practical approaches, and technical standards for technology-enabled systems of human learning. However, conceptual and architectural models of Adaptive Instructional Systems (AISs) often focus on the functions of the technology, with the learner as a user external to the system. We offer an AIS model that considers the learner as a key component at the heart of a learning system. The learner, along with other human actors and environmental conditions, interact with technology components in a distributed learning system. Modular components surrounding the learner are interoperable. Data flow between the components using standards-based interfaces for instrumented and adaptive learner experiences. The model builds on functional components identified by Glowa & Goodell (2016) in Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning. The model is further informed by the IEEE workgroup P2247.1 developing a standard for the classification of adaptive instructional systems. It examines the learning system at a conceptual level and then maps those conceptual categories to functional components as modules in a distributed learning system. The model is rooted in the process of learning engineering as defined by the IEEE Industry Connection Industry Consortium on Learning Engineering (ICICLE). We envision future design and development of adaptive instructional systems benefiting from an emerging learning engineering discipline that embraces an iterative problem-solving approach. The proposed AIS model is a self-improving system by design that embodies key learning engineering processes.