Teaching Improvement Technologies for Adaptive and Personalized Learning Environments

2014 ◽  
pp. 225-242 ◽  
Author(s):  
Moushir M El-Bishouty ◽  
Kevin Saito ◽  
Tingwen Chang ◽  
Kinshuk ◽  
Sabine Graf
Keyword(s):  
Learning Environments ◽  
Personalized Learning ◽  
Teaching Improvement

scholarly journals Personal Analytics Explorations to Support Youth Learning

2018 ◽  
pp. 145-163 ◽  
Author(s):  
Victor R. Lee
Keyword(s):  
Social Support ◽  
High School ◽  
Behavior Change ◽  
Learning Environments ◽  
High School Student ◽  
Sixth Grade ◽  
Personalized Learning ◽  
The Other ◽  
Direct Experience ◽  
Walking Behavior

While personalized learning environments often include systems that automatically adapt to inferred learner needs, other forms of personalized learning exist. One form involves the use of personal analytics in which the learner obtains and analyzes data about himself/herself. More known in informatics communities, there is potential for use of personal analytics for design of instruction. This chapter provides two cases of personal analytics learning explorations to demonstrate their range and potential. One case is of a high school student examining how sleep influences her mood. The other case is of a sixth-grade class of students examining how deviations from typical walking behavior change distributional shape in plotted step data. Both cases show how social support and direct experience with data correction are intimately involved in how youth can learn through personal analytics activities.

scholarly journals Teachers' attitudes toward Personalized Learning Environments

2021 ◽  
Vol 10 (2) ◽  
pp. 97
Author(s):  
Lucila Pérez Cascante ◽  
Manuel Cebrián ◽  
Manuela Raposo ◽  
Brenda Barrio
Keyword(s):  
Learning Environments ◽  
Personalized Learning ◽  
Para Determinar ◽  
Teachers Attitudes

Introdução: A atitude dos professores em relação aos recursos digitais é um indicador confiável de como eles usarão a tecnologia em um contexto pedagógico. O objetivo deste estudo foi identificar as atitudes dos professores em relação aos ambientes de aprendizagem personalizados (PLE) e os fatores que determinam a sua aceitação ou rejeição a estes novos contextos. Metodologia: A técnica de pesquisa foi aplicada para coletar dados amostrais por meio de um instrumento que contém duas escalas, uma para medir atitudes em relação à tecnologia e outra para determinar atitudes em relação a ambientes de aprendizagem personalizados, além de uma terceira seção para coletar dados demográficos dos participantes. Resultados: os resultados de ANOVAs unilaterais de 334 professores matriculados em programas de mestrado em educação no Equador confirmam que os professores têm uma atitude positiva em relação ao PLE, em um nível superior ou inferior, dependendo de seu conhecimento ou uso do PLE. Conclusões: Pode-se inferir que o PLE pode ser uma estratégia pedagógica importante, desde que sejam consideradas as atitudes, experiências e conhecimentos dos professores.

scholarly journals RiPPLE: A Crowdsourced Adaptive Platform for Recommendation of Learning Activities

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Hassan Khosravi ◽  
Kirsty Kitto ◽  
Joseph Jay Williams
Keyword(s):  
Learning Environments ◽  
Adaptive Learning ◽  
Management System ◽  
Personalized Learning ◽  
Learning Activities ◽  
Learning Tools ◽  
Learning Gains ◽  
Introductory Course ◽  
The University ◽  
Initial Results

This paper presents a platform called RiPPLE (Recommendation in Personalised Peer-Learning Environments) that recommends personalized learning activities to students based on their knowledge state from a pool of crowdsourced learning activities that are generated by educators and the students themselves. RiPPLE integrates insights from crowdsourcing, learning sciences, and adaptive learning, aiming to narrow the gap between these large bodies of research while providing a practical platform-based implementation that instructors can easily use in their courses. This paper provides a design overview of RiPPLE, which can be employed as a standalone tool or embedded into any learning management system (LMS) or online platform that supports the Learning Tools Interoperability (LTI) standard. The platform has been evaluated based on a pilot in an introductory course with 453 students at The University of Queensland. Initial results suggest that the use of the RiPPLE platform led to measurable learning gains and that students perceived the platform as beneficially supporting their learning.

scholarly journals The PERLA Framework: Blending Personalization and Learning Analytics

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Arham Muslim
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Theoretical Foundation ◽  
Personalized Learning ◽  
Systematic Design ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Learning Contexts ◽  
Customized Learning ◽  
Opening Up

Personalization is crucial for achieving smart learning environments in different lifelong learning contexts. There is a need to shift from one-size-fits-all systems to personalized learning environments that give control to the learners. Recently, learning analytics (LA) is opening up new opportunities for promoting personalization by providing insights and understanding into how learners learn and supporting customized learning experiences that meet their goals and needs. This paper discusses the Personalization and Learning Analytics (PERLA) framework which represents the convergence of personalization and learning analytics and provides a theoretical foundation for effective analytics-enhanced personalized learning. The main aim of the PERLA framework is to guide the systematic design and development of effective indicators for personalized learning.

Teacher Roles in Personalized Learning Environments

2020 ◽  
Vol 121 (2) ◽  
pp. 311-336
Author(s):  
Penny A. Bishop ◽  
John M. Downes ◽  
Steven Netcoh ◽  
Katy Farber ◽  
Jessica DeMink-Carthew ◽  
...  
Keyword(s):  
Learning Environments ◽  
Personalized Learning ◽  
Teacher Roles

Educational Ontology Development

2018 ◽  
pp. 1441-1450 ◽  
Author(s):  
Galip Kaya ◽  
Arif Altun
Keyword(s):  
Learning Environments ◽  
Management System ◽  
Online Courses ◽  
Personalized Learning ◽  
Ontology Development ◽  
Content Creation ◽  
Educational Domain ◽  
Ontology Evaluation ◽  
Complex Process ◽  
Ontology Design

Ontology use in education environments can be explained in three groups: content access and/or retrieval, content creation, and personalization. Use of ontologies helps content creators to design, develop online courses; provide smart searches and content suggestions; and, design personalized learning environments for learners. But it is not always possible for educators to find the best ontology for their needs in their Learning Management System. Since the ontology creation is a complex process, it might not be always easy or even possible to create an ontology for a selected domain and use accordingly. In this paper, first, a review of state-of-the art literature regarding the ontologies in educational domain will be reviewed. Second, the challenges and difficulties in ontology development process for educational domain will be addressed and explained in detail. Finally, design suggestions to the difficulties expressed in the literature and further opportunities in ontology design and development will be presented taking the existing ontology evaluation frameworks into account.

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