An Instructional Design Approach for Adaptive Multimedia e-Content: Integrating Felder-Silverman Learning Styles and Backward Design

Abstract

This paper proposes a novel approach to designing and developing adaptive multimedia e-content for personalised learning environments, integrating the Felder-Silverman Learning Style Model (FSLSM), backward design principles, and adaptive techniques. The approach aims to address the limitations of single-dimensional learner profiling by considering multifaceted learning preferences across all four dimensions of the FSLSM. At the core of this approach is the recognition that effective e-content should be viewed holistically as a learning object, encompassing learning outcomes, activities, resources, and assessments. The FSLSM is employed to profile learners based on their preferences across the dimensions of Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global. This comprehensive profiling allows for a nuanced understanding of individual learning styles. The backward design process ensures that learning activities, resources, and assessments are aligned with these preferences, creating a pedagogically sound and personalised learning experience. The approach integrates the FSLSM dimensions with backward design principles to design learning activities that cater to both active and reflective learners and are presented in both sequential and global manners.

Learning resources are selected to cater to visual and verbal learners and are presented in both sensitive and intuitive styles. Assessments are adapted based on the learner's knowledge level, providing targeted feedback and ensuring appropriate challenges. Content adaptation within this approach is driven by the learner's preferences regarding the type of learning activity, the presentation style of the learning activity, the type of learning material, and the content style of the learning material. By considering these factors, the approach facilitates the creation of a dynamic and personalised learning environment that caters to the unique needs of each learner. This integrated approach offers a robust theoretical foundation for designing and developing adaptive multimedia e-content that promotes personalised learning.