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Blanka Czeczotková et al.
knowledge with regard to curriculum level of detail and with regard to the particular subject. For
example, the content of a course teaching office applications will be different for potential
administrative staff from the one for analysts or programmers. Therefore, the objectives are
formulated on the basis of the character of the taught content for 6 categories – to remember,
understand, apply, analyse, evaluate, and create.
Table 2: Gagné’s theory applied on an adaptable study support (Kostolányová, 2011)
Event (according to the Gagné’s theory) Layer of the framework in an adaptive support
Gain attention Motivational layer
Inform learners of objectives Goals layer
Stimulate recall of prior learning Entry knowledge testing, eventually demands of the framework
Present the content Theoretical layer
Provide „learning guidance“ Semantic layer
Elicit performance (practice) Practical examples
Provide feedback Auto testing – a layer of questions and tasks
Assess performance Test results, key to unsolved tasks
Enhance retention and transfer to the job Fixation layer
When considering the features of teaching adaptability, we based our efforts on the methodology of
creating distance learning materials. This is where the idea of dividing the study material into
individual, smaller units comes from. The curriculum of the subject was divided into chapters and
subchapters. Within subchapters, we call the thematically coherent elementary parts frameworks.
A framework is the basic educational unit, which explains one sub-theme. And it is the framework we
focus on most in structuring an adaptable textbook and to which more variants of instruction will be
designed.
Let us sum up the basic information on the author module. When designing an adaptive textbook, we
build on the methodology used to create textbooks for distance education. The study material is
divided into sub-chapters, called frameworks, and these are divided into layers representing particular
instruction phases. As the most obvious characteristics of the learning style we have accepted the
type of sense perception, and another quality is the depth of understanding. We chose two basic
criteria for the creation of different variants of frameworks – the form of instruction for the student's
sensory perception type and depth for the level of curriculum detail. There will be four sensory
variants: one with a high amount of text (for the verbal type of student), with many pictures, graphs,
tables, animations (for the visual type), with spoken word, audio recordings, communication activities,
discussions (for the auditive type) or creative tasks, constructions, etc. (for the kinaesthetic type).
The depth of instruction will be represented by three levels:
Basic depth (which is used as the primary) contains the entire basic curriculum, the student is
required master.
Detailed depth for students who would not understand the curriculum presented in basic depth, a
modified version (more detailed, from a different angle) will be ready.
Extended depth for students with high motivation to the given topic, the variant will be enriched
with matters of interest, peculiarities of the topic.
3. Linking student´s module and the author´s module
Now there is a question to be answered which teaching style best suits to each student. To be more
specific which frameworks (sensory perception types of the student) and with layers (enhance,
standard, detailed) will be the most suitable for the particular student. Let us have a look at what
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