期刊名称：International Journal of Emerging Technologies in Learning (iJET)
印刷版ISSN：1863-0383
出版年度：2014
卷号：9
期号：5
页码：17-21
语种：English
出版社：Kassel University Press
摘要：several studies have shown that learning is effective when it takes into consideration the characteristics and learning styles of learners. These systems generate learning paths based on the learning styles, and by studying the behaviors within the same system, to create the accurate learning path, while playing mostly with the order of learning objects presented (according to prerequisites, objectives,…). However these systems do not act on the cognitive level of the knowledge itself or its didactic aspects. It is assumed that the learning objects that are proposed are valid for all learners, and it’s only a matter of suitable sequence for everyone. Our aim is to propose a model of contents, based on the differentiated pedagogy, to produce multiples versions of the same course, taking into account the different requirements of differentiated pedagogy. We propose an approach that consists of differentiating the educational resources available for learners, by creating multiple versions of the same learning object to ensure its better assimilation.
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