Individual learning path constructing in multilevel regional educational system

2013 ◽  
Author(s):  
Alexander Shukhman ◽  
Maria Motyleva ◽  
Isabella Belonovskaya
Keyword(s):  
Educational System ◽  
Individual Learning ◽  
Learning Path

A Learner Model Based on Bayesian Networks in Adaptive Educational Hypermedia Systems

2018 ◽  
pp. 65-94
Keyword(s):  
Computational Modeling ◽  
Bayesian Networks ◽  
Educational System ◽  
Probabilistic Framework ◽  
Adaptive Hypermedia ◽  
Learner Modeling ◽  
Learner Model ◽  
Learning Path ◽  
Hypermedia System ◽  
Probabilistic Context

The work presented in this chapter lies within learner modeling in an adaptive educational system construed as a computational modeling of the learner. All actions of the learner in a learning situation on an adaptive hypermedia system are not limited to valid or invalid actions (true and false), but they are a set of actions that characterize the learning path of formation. Thus, one cannot represent the information from the system of each learner using relative data. It requires putting the work in a probabilistic context due to the changes in the learner model information during formation. In this chapter, the authors propose to use Bayesian networks as a probabilistic framework to resolve the issue of dynamic management and update of the learner model. The experiments and results presented in this work are arguments in favor of the hypothesis and can also promote reusing the modeling obtained through different systems and similar modeling situations.

Models, Methods, and Algorithms for Control over Learning Individual Trajectory

2016 ◽  
pp. 245-257
Author(s):  
Artur Mitsel ◽  
Nina Cherniaeva
Keyword(s):  
Learning Outcomes ◽  
Dynamic Model ◽  
Educational System ◽  
Information Technologies ◽  
Individual Learning ◽  
New Method ◽  
Learning Trajectory ◽  
Learning Outcomes Assessment ◽  
Modern Information ◽  
Oriented Approach

The article discusses models, methods and algorithms of determining student's optimal individual educational trajectory. A new method of controlling the learning trajectory has been developed as a dynamic model of learning trajectory control, which uses score assessment to construct a sequence of studied subjects. In connection with the transition of the educational system to a competence-oriented approach, the problem of learning outcomes assessment and creating an individual learning trajectory of a student has become relevant. Its solution requires the application of modern information technologies.

scholarly journals Modeling the construction of an individual learning path

2020 ◽  
Vol 1679 ◽  
pp. 022094
Author(s):  
D M Filippov ◽  
A N Kazak ◽  
D V Samokhvalov ◽  
N P Shamaeva
Keyword(s):  
Individual Learning ◽  
Learning Path

scholarly journals Automated Development of Individual Learning Paths on the Competency Approach

2013 ◽  
Vol 3 (4) ◽  
pp. 27
Author(s):  
Alexander Evgenevich Shukhman ◽  
Maria Vladimirovna Motyleva ◽  
Isabella Davidovna Belonovskaya
Keyword(s):  
Information System ◽  
Petri Net ◽  
Individual Learning ◽  
Educational Institutions ◽  
New Approach ◽  
Learning Path ◽  
Multi Level ◽  
Learning Paths ◽  
The Individual ◽  
Competency Level

This article proposes new approach to the development of student�??s individual learning path (ILP). The result of student�??s learning is defined as a set of competencies levels. The use of the multi-level system of generalized professional competencies allows to model ILP effectively and to automate the development of an optimal ILP. Each competency level in our model introduces some substantial units called subunits. The process of learning is a sequence of transitions from one student�??s state to another through a study of one or more courses. It is possible to present the relation of competency levels and courses in our model as Petri net. Using the Petri net model it is possible to automatically generate the individual learning path including the courses that the student needs to attend according to the set of certain competency levels. For searching of an optimum individual learning path we use algorithm based on tree of reachability for Petri net. The developed model and algorithm were used in the prototype of the information system for automating the construction of individual learning paths. The developed information system may be used for the construction of individual student's learning paths in educational institutions of higher education.

MOOCs – A Challenge or an Opportunity

2015 ◽  
pp. 1-21 ◽  
Author(s):  
Keld Hvam
Keyword(s):  
Learning Outcomes ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Individual Learning ◽  
Learning Goals ◽  
Individual Student ◽  
Personal Learning ◽  
Learning Path ◽  
Set Up ◽  
The Individual

This article discusses whether universities should create some MOOCs themselves or use the existing ones constructively in their teaching – thus meeting the potential challenges head-on and turning these into opportunities. After presenting various definitions the writer goes on to discuss whether MOOCs are a challenge or an opportunity for universities. The answer to this question depends on the strategies adopted by the individual university. Therefore, a strategy for embedding MOOCs in current courses is presented. It seems that we are moving towards teaching and learning in networks rather than following the centuries-old linear thinking. Lecturers will agree with their students what their individual learning goals are – so there will be much more focus on goals or aims (learning outcomes), and a system will then be set up in which the individual student is motivated to seek and identify his or her own personal learning path towards that goal – also called adaptive learning. And MOOCs can be an integral part of this.

Formation of the Individual Learning Path in the Information and Educational School Environment

2016 ◽  
pp. 553-562
Author(s):  
Marina V. Lapenok ◽  
Olga M. Patrusheva ◽  
Natalya G. Tagiltseva ◽  
Lada V. Matveyeva ◽  
Natalya V. Gerova ◽  
...  
Keyword(s):  
School Environment ◽  
Individual Learning ◽  
Learning Path ◽  
The Individual

How do employees’ individual learning paths differ across occupations?

2018 ◽  
Vol 30 (5) ◽  
pp. 315-334 ◽  
Author(s):  
Rob F. Poell ◽  
Henriette Lundgren ◽  
April Bang ◽  
Sean B. Justice ◽  
Victoria J. Marsick ◽  
...  
Keyword(s):  
Human Resource Development ◽  
Original Learning ◽  
Social Contexts ◽  
Individual Learning ◽  
Specific Work ◽  
Learning Context ◽  
Content Type ◽  
Learning Path ◽  
Logistics Company ◽  
Learning Paths

Purpose Employees are increasingly expected to organize their own human resource development activities. To what extent and how exactly employees in various organizational contexts manage to shape their individual learning paths however remains largely unclear. The purpose of this present study is to explore, leaning on the empirical Learning-Network Theory (LNT) research and its findings, how employees in different occupations create learning paths that are attuned to their specific work context. Design/methodology/approach The paper reviews 23 MSc theses based on 14 distinct data sets collected between 2005 and 2015, containing approximately 1,484 employees from some 45 organizations and across various professions. The teachers, nurses, postal, software, telecom, railway and logistics company employees were mostly based in the Netherlands. The analysis focuses on learning-path types and learning-path strategies found in the 23 studies. Findings Motives, themes, activities, social contexts and facilities were found to be instrumental in explaining differences among individual learning paths. A total of 34 original learning-path types and strategies were found to cluster under 12 higher-order labels. Some of these were based on learning motive, some on learning theme, some on core learning activities, some on social learning context and a few on a combination of these elements. Overall, the socially oriented learning-path strategy was the most prevalent, as it was found among nurses, employees of software/postal/telecom, railway and logistics company employees, as well as teachers in two schools. Originality/value The paper presents the first overview of empirical studies on employee learning path(s) (strategies). In addition, it strengthens the empirical basis of the LNT.

scholarly journals The Modern Educational Domain: Prerequisites and Prospects for Individual Learning Path Development

2016 ◽  
Vol 2 (1) ◽  
pp. 39-47
Author(s):  
Katerina Stepanenko ◽  
Liya Torosyan
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Active Role ◽  
Individual Learning ◽  
Educational Process ◽  
Learning Technology ◽  
Project Learning ◽  
Learning Path ◽  
Individual Features ◽  
Educational Paradigm

This article considers the prerequisites and perspectives of individual learning path (ILP) development in the framework of a student-centered educational paradigm; it defines the rationale of ILP and examines the introduction of project learning technology (PLT) into ILP modeling in higher educational institutions. We claim that identification of students’ individual features and compliance with their requirements becomes feasible via the integration of project learning technology into the educational process with relevant pedagogical and computer support. The special emphasis is put on the idea that ILP framing is aimed at enhancing students’ autonomy and responsibility for their education, fostering cooperation skills in a close dialogue with other participants in out-of-class projects and teachers. In this scenario an individualized approach is to be implemented in a harmonious solidarity with principles of cooperation and collaboration. To verify the above-mentioned ideas we conducted an experiment based on cognitive, diagnostic and empirical methods. Two groups of students participated in our research project at the Plekhanov Russian University of Economics in September – November 2015. They are second-year undergraduate students majoring in Economics and studying English as a second language. We designed individual study routes (ISR) for each student and handed them out. The ISR contained progress steps of the project, a set of assignments and deadlines for project submission. The students were provided with opportunity to play an active role devising and altering an ISR. Research findings show that ILP modeling boosts student’s motivation to learn English as a second language, enables students’ reflexive skills, identifies their individual features while simultaneously developing cooperation and collaboration skills.

scholarly journals Features of construction of individual learning paths while learning disciplines of the natural scientific cycle at higher education institution (on the example of Computer Science)

2020 ◽  
pp. 68-77
Author(s):  
Irina V. Galygina ◽  
Liliya V. Galygina
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Education Institution ◽  
Individual Learning ◽  
Professional Competencies ◽  
Federal State ◽  
Control Points ◽  
Learning Path ◽  
Learning Paths ◽  
State Educational

The paper discusses the features of constructing individual learning paths for the disciplines of the natural science cycle (on the example of Computer Science) in the context of a ranking system for assessing the knowledge of students in Higher Education in the context of the introduction of Federal State Educational Standards for higher education 3++ in various areas of training. Various options are proposed for constructing learning paths that provide an individual approach to learning, achieving the required level of formation of general professional competencies in the discipline of “Computer Science” and increasing motivation in learning, as well as the formation of an adequate student self-esteem. In particular, options are considered for constructing an individual learning path for differentiated control points (exam or test with “satisfactory”, “good” and “excellent” grades) and undifferentiated control points, implying an assessment of the level of formation of general professional competencies in the form of “pass” and “fail”.

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