ABSTRACT
There are various ways in which an adaptive learning environment could adapt-both in terms of the 223student data used to make instructional decisions and in the types of instructional decisions that are made. This paper will describe a framework for instructional technology (FIT), aimed at delineating four types of instructional decisions that a technology-based learning environment can make: corrective feedback, support, micro-sequencing, and macro-sequencing. Corrective feedback addresses ways that explicit feedback concerning errors could be given. Support addresses how the technology supports the student within a task with hints or prompts. Micro-sequencing addresses how a technology-based instructional environment determines what content or task to present next within a module. Macro-sequencing addresses how a technology-based instructional environment determines what module to present next. For each decision, FIT lays out a continuum of complexity, which roughly maps to levels of adaptation, and the corresponding sophistication of the student model required to support those decisions. Within any particular instructional system, the level can be different for corrective feedback, macro-sequencing, micro-sequencing, and support decisions.
