ART (Assessment, Review of Design and Transformed engagement) is the vehicle for CTL to achieve its role in the transforming learning agenda, it is about: improving the quality of Curtin Courses with Faculty colleagues, it is about making the learning experience more engaging and personalised and it is about making learning at Curtin truly international, interactive and immersive.
The proliferation of learning innovations such as personal devices, granular and distributed applications, services, and resources, requires the learner to develop his or her own strategies for managing the various information streams and tools to support learning. Such strategies are necessary not only in educational settings, but basically in any life situation which can become a moment or an episode of learning. Digital and non-digital building blocks can be individually combined by learners in their own personal learning environment (PLEs).
Join Barbara Bray and Kathleen McClaskey, authors of the book, 'Make Learning Personal,' as they share research and pedagogy behind the term 'Personalized Learning,' along with examples, anecdotes, and stories from the classroom. Explore the differences in personalization, differentiation, and individualization and learn strategies for using the 'Stages of Personalized Learning' as a process in your classroom.
Abstract - Personalization is an effective way to increase the quality of learning in online learning environment. To create an e-learning application which supports personalization, learning objects should be designed to have the ability to adapt with various characteristics of learners; with diverse needs and capabilities. The focus of this study is the design of learning objects model that supports personalization by integration between SCORM standard and semantic web approach. This research proposes an adaptive learning objects model, in both syntactic and semantic forms, and produces semantic portal to demonstrate the use of the model. Learning object ontology resulted in the research is able to support personalization based on student’s prior knowledge, learning style and performance.
Self-paced blended learning continues to produce amazing results.
As self-paced courses “mature,” they continue to improve; resources get fine-tuned and teachers become comfortable and confident with the new methods of learning. This makes the courses feel complete and ‘natural’ to students.
If teachers don’t tell them, students don’t realize what pace of learning is “normal” or expected, and thus they learn at a pace appropriate to each individual… and in these courses the pace is accelerating.
University learners need to be similarly considered. There is very little ubiquity of prior experience with such diverse intakes - Plan to shift from pedagogy to andragogy to heutagogy. Student needs shift from early engagement where pedagogy (teacher direction) is the norm, to andragogy where the role of the teacher shifts to facilitating student engagement in the processes of learning, to heutagogy where students define and organise their own learning requirements.
Personalised e-Learning represents a major step-change from the one-size-fits-all approach of traditional learning platforms to a more customised and interactive provision of learning materials. Adaptive learning can support the learning process by tailoring learning materials to individual needs. However, this requires the initial preparation of content upfront, which is a laborious task – and organizations have to target their limited resources effectively. In order to guide the process of creating adaptive learning materials, the criteria for adaptation – or adaptation needs – have to be known. The aim of this paper is to identify these adaptation criteria, applying a mixed method procedure. First, thirty adaptive systems selected from the literature are investigated using a qualitative content analysis. Then, the resulting set of adaptation criteria is validated by experts in the form of a series of two online questionnaires. As a result, a set of 13 adaptation criteria representing different adaptation needs emerge.
With the right technology, colleges and universities can bolster recruitment efforts, become more efficient, and focus on personalizing communications.
Almost any institution can send an eMail blast that reaches tens of thousands of perspective college students. It’s the schools that can put the pivotal personal touch on those electronic mailings that have a provably better chance at recruiting its recipient.
Personalizing such a massive number of messages seems somewhere between tedious and impossible, especially for colleges with small enrollment and recruitment staffers. How would one even begin to sift through the mass of potential students and add a small but critically important personal aspect to each eMail?
The first gear represents a cycle in which educational activities are selected for each student from a vast array of choices, then instruction is delivered through a number of modalities, then student learning is assessed, and finally that assessment data is used to select a new set of activities for each student so that the cycle can repeat again. This cycle can be driven by a teacher, parent, or computer algorithm. For teachers, technology can help effectively propel this gear, as it can provide teachers with:
Actionable data about students' areas of need.
A range of high-quality granular digital resources to address these needs.
The ability to assemble these resources into playlists that can be assigned to individual students or groups of students.
The ability to assess student mastery and time-on-task in order to start the cycle again.
The "Student-Driven Learning" Gear
The second gear represents a cycle in which students drive their own learning at their own pace, receive immediate feedback, and try again. Students can find help with a topic they are struggling with in school (self-remediation), or they can explore something based on their own interests (self-enrichment). This cycle promotes the development of student ownership of learning -- recognized as an essential element to college and career readiness. A large majority of students require scaffolding and support to become owners of their learning, and thus teachers and parents have an important role to play.
Kim Flintoff's insight:
While this article primarily addresses the K-12 sector, the principles it espouses can be generally applied to any formal learning context. The processes of personalisation inform students about their progress and the pathways towards their learning goals. The SCL dimension is the expectation for meaningful and relevant student-centred engagement.
Students in HE settings can be expected to interpret the details provided by perosnalisation and make informed decisions about how they can best engage with the demands of learning. This expectation is increasingly important as students are experiencing more of this prior to their participation in university study.
This report tackles the issue of personalized learning, arguably one of the hottest topics in education this year, and an educational concept that raises all kinds of questions and concerns about how students should learn in the digital age.
“Imagine a digital textbook where because I’m a different person and learn differently, my book is different than your book,” said Richard Baraniuk, founder of OpenStax, which received a $9 million grant to develop a prototype textbook for AP Biology and high school physics. “Because I understand things in a different way from you, the book itself should change. It’s exploding this whole idea of this paper, canonical textbook and creating something that’s much more like a pathway a student explores.”
OpenStax will spend two years developing the personalized, interactive books and then test them on Houston-area students. The idea is to make learning easier, so students can go on to more successful careers and lives.
Adaptive learning software tailors learning materials and tasks to the individuals who are using them, and provides previously undreamt of opportunities for assessment. Promoted by most national governments and education ministries, international bodies such as the OECD or the World Bank, the biggest software companies and huge educational foundations such as the Gates Foundation, adaptive learning is coming your way soon.
Is the one-size-fits-all, top-down classroom a misfit for the Digital Age?
Standards-based education is ruining the way educators teach and children learn. Education should not be about teaching to the next level in education and vocation and yet, that is exactly what our current school system is designed to do.
Our goal should be to foster a love of learning for learning sake. Learning is not something that we should force onto our children to ensure they go to college and get a good job. True learning is intrinsically motivated and the reward is knowledge.
Just as ‘gaming engines’ revolutionized game making, adaptive learning engines are about to revolutionize education.
Be prepared to be amazed…very amazed. A quantum leap in the way online learning materials are organized and presented to students is happening as you read this.
It will change forever the way that learning occurs…and it is becoming easier for teachers to implement.
Personalized learning made easy
Adaptive learning/personalized learning is the future. The days of presenting the same material to all students at the same time, in the same sequence and in the same way will be seen as an ancient and ineffective concept in a few years.
The problem to date has been the difficulty creating individual learning paths. However, that is changing rapidly. In some ways, this replicates the development of the computer game industry.
The power of pen and pixel provide unprecedented experiences for learning and inventiveness limited only by our own curiosity, imagination, and wonder. But to create those opportunities, we need to design the learner experience around empowerment, engagement, and inventiveness. This means exploring and experimenting with these designs as we reimagine learning as moonshot thinkers, which became the focus of my recent keynote at the Northern Illinois Computing Educators MiniCon.
Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. In his talk, Dan Meyer shows classroom-tested math exercises that prompt students to stop and think. (Filmed at TEDxNYED.)
Leah Irving's insight:
Ways to re-present or restructure problems to engage students.
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