Augmenting Electronic Environments for Leadership

Adapting instructional content to match the background knowledge of the student has been a long-standing goal of student modeling and tutoring (Bruner, 1966; Burton & Brown, 1979). To this end, cognitive scientists have developed student models that rely on manual knowledge bases relevant to the particular instructional task at hand. Normally, these include domain content, instructional content, models of student misconceptions, and more. While tailoring instruction to the learner has been shown to be effective (Anderson, 2002), current approaches are difficult to implement because of the enormous amount of skilled professional effort required.