ANALYSIS OF THE CONCEPT OF PERSONALISED LEARNING PATHWAYS

2017 ◽  
Vol 1 (43) ◽  
pp. 47-56
Author(s):  
Karol Korczak ◽  
Konrad Szymański
Keyword(s):  
Personalised Learning ◽  
Learning Pathways

scholarly journals An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review

2021 ◽  
Vol 10 (2) ◽  
pp. 234
Author(s):  
Sofia Villatoro Moral​ ◽  
Barbara De Benito
Keyword(s):  
Systematic Review ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
Task Management ◽  
Self Regulated Learning ◽  
Personalised Learning ◽  
Design Learning ◽  
Regulated Learning ◽  
Learning Pathways ◽  
Ebsco Host

Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments.

scholarly journals Construction of personalized learning pathways through mixed methods

Comunicar ◽  
2020 ◽  
Vol 28 (65) ◽  
pp. 31-42
Author(s):  
Jesús Salinas-Ibáñez ◽  
Bárbara De-Benito
Keyword(s):  
Mixed Methods ◽  
Learning Process ◽  
Personal Information ◽  
Collaborative Work ◽  
Research Approach ◽  
Learning Sequence ◽  
Personal Learning ◽  
Personalised Learning ◽  
Learning Pathways ◽  
Teaching Learning

This paper deals with the implementation of personal learning pathways in a technology-enriched environment to enhance learning experiences in initial teacher training. The study uses mixed-methods within a design-based research approach. In a first phase of the approach, the characteristics that personalised learning pathways should meet were identified. In the next stage, the learning sequences’ structure for the pathways was designed, considering context, teaching-learning approach, tasks and assessment. The main result is an interchangeable learning sequence structure prototype that enables the configuration of personalised learning pathways by the students themselves, and the exchange and co-design of learning pathways between different teachers. The students select the sequences from a catalogue, organising their own learning pathways from the combination of different types of sequences offered. This strategy promotes students’ autonomy and self-direction in the learning process, as well as their development of personal information management and collaborative work skills. The conclusion is that the proposed personalized pathways present an adequate balance between the structure, result of the learning design and / or co-design, and the necessary autonomy for the self-direction of their own learning process, whether in individual learning or in the collaborative construction of knowledge. Este trabajo se ocupa de la aplicación de itinerarios personales de aprendizaje en un ambiente enriquecido por tecnología para la mejora de las experiencias de aprendizaje en la formación inicial docente. Se utiliza un enfoque mixto aplicando investigación basada en diseño, para identificar las características que deben reunir los itinerarios personalizados de aprendizaje y diseñar la estructura de secuencias didácticas que configuran dichos itinerarios atendiendo al contexto, al enfoque de enseñanza y aprendizaje, a las tareas y a la evaluación. El principal resultado es un prototipo de estructura intercambiable de secuencia didáctica que permite la configuración de itinerarios personalizados de aprendizaje por parte de los propios estudiantes, al mismo tiempo que el intercambio y co-diseño de itinerarios entre distintos docentes. Los estudiantes seleccionan las secuencias de entre un catálogo de ellas, organizando sus propios itinerarios de aprendizaje a partir de la combinación de diferentes tipos de secuencias ofertadas, promoviendo la autonomía y autodirección del proceso de aprendizaje y el desarrollo de competencias de gestión personal de la información y de trabajo colaborativo por parte de los alumnos. Se concluye que los itinerarios personalizados propuestos presentan un adecuado equilibrio entre la estructura, fruto de la labor de diseño y/o co-diseño didáctico, y la autonomía necesaria para la autodirección del propio proceso de aprendizaje, ya sea en aprendizajes individuales o en la construcción colaborativa del conocimiento.

scholarly journals The Learning Pathways Grid

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691879160 ◽  
Author(s):  
Andrew Stuart Lane ◽  
Chris Roberts
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Data Gathering ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Cognitive Frames ◽  
Open Disclosure ◽  
Learning Pathways ◽  
Social Constructivist Approach ◽  
Insight Into

The interview is an important data-gathering tool in qualitative research, since it allows researchers to gain insight into a person’s knowledge, understandings, perceptions, interpretations, and experiences. There are many definitions of reflexivity in qualitative research, one such definition being “Reflexivity is an attitude of attending systematically to the context of knowledge construction, especially to the effect of the researcher, at every step of the research processes.” The learning pathways grid (LPG) is a visual template used to assist analysis and interpretation of conversations, allowing educators, learners, and researchers, to discover links from cognition to action, usually in a retrospective manner. It is often used in simulation educational research, with a focus on understanding how learners access their cognitive frames and underlying beliefs. In this article, we describe the use of the LPG as a prospective adjunct to data collection for interviews and focus groups. We contextualize it within a study among medical interns and medical students who were engaged in high-fidelity simulation exploring open disclosure after a medication error. The LPG allowed future optimization of data collection and interpretation by ensuring reflexivity within the researchers, a vital part of research conduct. We conclude by suggesting the use of the LPG has a reasonable fit when taking a social constructivist approach and using qualitative analysis methods that make reflexivity explicit and visible, therefore ensuring it is truly considered, understood, and demonstrated by researchers.

scholarly journals X5Learn: A Personalised Learning Companion at the Intersection of AI and HCI

2021 ◽  
Author(s):  
Maria Perez-Ortiz ◽  
Claire Dormann ◽  
Yvonne Rogers ◽  
Sahan Bulathwela ◽  
Stefan Kreitmayer ◽  
...  
Keyword(s):  
Personalised Learning

scholarly journals Designing Tasks for a Dynamic Online Environment: Applying Research into Students’ Difficulties with Linear Equations

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 557
Author(s):  
Morten Elkjær ◽  
Uffe Thomas Jankvist
Keyword(s):  
Design Theory ◽  
Teaching And Learning ◽  
Linear Equations ◽  
Task Design ◽  
Tree Structure ◽  
Learning Trajectory ◽  
Variation Theory ◽  
Online Environment ◽  
School Students ◽  
Personalised Learning

Despite almost half a century of research into students’ difficulties with solving linear equations, these difficulties persist in everyday mathematics classes around the world. Furthermore, the difficulties reported decades ago are the same ones that persist today. With the immense number of dynamic online environments for mathematics teaching and learning that are emerging today, we are presented with a perhaps unique opportunity to do something about this. This study sets out to apply the research on lower secondary school students’ difficulties with equation solving, in order to eventually inform students’ personalised learning through a specific task design in a particular dynamic online environment (matematikfessor.dk). In doing so, task design theory is applied, particularly variation theory. The final design we present consists of eleven general equation types—ten types of arithmetical equations and one type of algebraic equation—and a broad range of variations of these, embedded in a potential learning-trajectory-tree structure. Besides establishing this tree structure, the main theoretical contribution of the study and the task design we present is the detailed treatment of the category of arithmetical equations, which also involves a new distinction between simplified and non-simplified arithmetical equations.

Technology-mediated personalised learning for younger learners

2020 ◽  
Author(s):  
Stefanie Vanbecelaere ◽  
Frederik Cornillie ◽  
Fien Depaepe ◽  
Roger Gilabert Guerrero ◽  
Manolis Mavrikis ◽  
...  
Keyword(s):  
Personalised Learning

scholarly journals Demystifying Learning Analytics in Personalised Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 1124 ◽  
Author(s):  
Andino Maseleno ◽  
Noraisikin Sabani ◽  
Miftachul Huda ◽  
Roslee Ahmad ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Learning Resources ◽  
Personalised Learning ◽  
Report Data ◽  
Overall Performance ◽  
The Relationship ◽  
Specific Learning

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics. 

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