Show simple item record

dc.contributor.advisorBogost, Ian
dc.contributor.authorMadaio, Michael Adam
dc.date.accessioned2015-06-08T18:40:12Z
dc.date.available2015-06-08T18:40:12Z
dc.date.created2015-05
dc.date.issued2015-04-27
dc.date.submittedMay 2015
dc.identifier.urihttp://hdl.handle.net/1853/53606
dc.description.abstractThere has recently been great promise and interest in the use of adaptive learning systems to provide personalized course content, tailored to the ability levels and pace of individual students. Yet, not all the technologies in this space provide the same capabilities. In this thesis I analyze a representative group of adaptive learning providers according to the pedagogical model of their design. Then, I discuss case studies of two systems to analyze their design according to a humanist design philosophy and a more cybernetic design tradition, and I conclude with a set of design guidelines and selection criteria for faculty and administrators interested in evaluating, selecting, and implementing an adaptive learning system that fits their pedagogical values.
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherGeorgia Institute of Technology
dc.subjectEducational technologies
dc.subjectAdaptive learning systems
dc.titleCybernetic autonomy: an analysis and critique of adaptive learning systems
dc.typeThesis
dc.description.degreeM.S.
dc.contributor.departmentLiterature, Media, and Communication
thesis.degree.levelMasters
dc.contributor.committeeMemberMagerko, Brian
dc.contributor.committeeMemberJafarinaimi, Nassim
dc.contributor.committeeMemberNewstetter, Wendy
dc.date.updated2015-06-08T18:40:12Z


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record