scholarly journals Culturally adaptive learning design

2022 ◽  
pp. 103-115
Author(s):  
Saman Rizvi ◽  
Bart Rienties ◽  
Jekaterina Rogaten ◽  
René Kizilcec
Keyword(s):  
Adaptive Learning ◽  
Learning Design

Structured Data Facilitate Learning Design for Energetic Transition

2018 ◽  
Vol 8 (2) ◽  
pp. 1-22
Author(s):  
Gilbert Ahamer
Keyword(s):  
Adaptive Learning ◽  
Global Climate ◽  
Wide Distribution ◽  
Social Processes ◽  
Structured Data ◽  
Learning Design ◽  
Educational Strategies ◽  
Power Politics ◽  
Global Power ◽  
Path Dependent

For the immense but necessary task of global climate protection, avenues for action should be designed to consider the intrinsically autopoietic and self-guided behaviour of global power politics. Thus, pragmatic approaches may provide solutions and educational strategies have to prepare global society. This article proposes a “design of social processes” as a lasting global educational strategy that may enhance the societal and institutional transition to a non-fossil future, as called for by the recent Paris climate conference. In a path-dependent world, self-adaptive learning is needed, given the wide distribution of learners' profiles – and their interests. Sound education is identified as the genesis of structures that lead to changes in action. Three principles for such a design of social processes are proposed: rhythmisation, multi-perspectivism, and underdeterminism, as found in game play.

Learning Design in the 21st Century

2021 ◽  
pp. 1-27
Author(s):  
Pascal Roubides
Keyword(s):  
Artificial Intelligence ◽  
Cloud Computing ◽  
Virtual Reality ◽  
21St Century ◽  
Adaptive Learning ◽  
Open Educational Resources ◽  
Learning Theories ◽  
Learning Design ◽  
Design Considerations ◽  
And Performance

This chapter provides a review of multiple facets of current and promising trends for learning design technologies for the 21st century, with the intention to provide a centralized discussion of different avenues in learning design considerations. An attempt is made to cover multiple parallel trending areas, such as adaptive learning, digital storytelling, gamification, simulation technologies, augmented and virtual reality, cybernetics, the xAPI standard, mobile and ubiquitous learning, with a glimpse of how such trends are shaping or expected to shape the future of all those involved in designing and delivering learning or effecting human behavior and performance change. Moreover, a discussion on learning theories for the digital age is presented, as well as brief overviews on several areas of concern in learning design, such as in assessment and verification, cloud computing, data and data analysis, artificial intelligence, blockchain, open educational resources, etc.

scholarly journals Searching for and positioning of contextualized learning objects

2012 ◽  
Vol 13 (5) ◽  
pp. 76 ◽  
Author(s):  
Silvia Margarita Baldiris Navarro ◽  
Sabine Graf ◽  
Ramon Fabregat ◽  
Nestor Darío Duque Méndez
Keyword(s):  
Adaptive Learning ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Design ◽  
Design Work ◽  
Adequate Quality ◽  
Design Generation ◽  
Learning Object Repositories ◽  
The Right ◽  
Contextualized Learning

<p>Learning object economies are marketplaces for the sharing and reuse of learning objects (LO). There are many motivations for stimulating the development of the LO economy. The main reason is the possibility of providing the right content, at the right time, to the right learner according to adequate quality standards in the context of a lifelong learning process; in fact, this is also the main objective of education. However, some barriers to the development of a LO economy, such as the granularity and editability of LO, must be overcome. Furthermore, some enablers, such as learning design generation and standards usage, must be promoted in order to enhance LO economy. For this article, we introduced the integration of distributed learning object repositories (DLOR) as sources of LO that could be placed in adaptive learning designs to assist teachers’ design work. Two main issues presented as a result: how to access distributed LO, and where to place the LO in the learning design. To address these issues, we introduced two processes: LORSE, a distributed LO searching process, and LOOK, a micro context-based positioning process, respectively. Using these processes, the teachers were able to reuse LO from different sources to semi-automatically generate an adaptive learning design without leaving their virtual environment. A layered evaluation yielded good results for the process of placing learning objects from controlled learning object repositories into a learning design, and permitting educators to define different open issues that must be covered when they use uncontrolled learning object repositories for this purpose. We verified the satisfaction users had with our solution.</p>

scholarly journals Generic service integration in adaptive learning experiences using IMS learning design

2011 ◽  
Vol 57 (1) ◽  
pp. 1160-1170 ◽  
Author(s):  
Luis de-la-Fuente-Valentín ◽  
Abelardo Pardo ◽  
Carlos Delgado Kloos
Keyword(s):  
Adaptive Learning ◽  
Service Integration ◽  
Learning Experiences ◽  
Learning Design ◽  
Generic Service

scholarly journals Promoting Personalized Learning Design: The Role of Online Pedagogical Intervention

2019 ◽  
pp. 72-84
Author(s):  
Hamdy Abdelaziz
Keyword(s):  
Adaptive Learning ◽  
Personalized Learning ◽  
Learning Assessment ◽  
Learning Technology ◽  
Learning Design ◽  
Learning Paradigm ◽  
Pedagogical Intervention ◽  
The Third ◽  
Renaissance Learning ◽  
Learning Principles

Online learning technology and design has maximized and optimized the potential chances of personalized, customized, and adaptive learning. This theoretical paper is proposing a new dynamic pedagogical intervention model for effective personalized learning design. The author is trying to share a personal and practical answer to the following two questions: (a) What are the disruptive learning principles of the third renaissance learning paradigm that impact pedagogical engineering and intervention for personalized learning design? (b) What is the suggested model for effective online pedagogical intervention to promote personalized learning design? This perspective was guided by ten emergent disruptive learning principles of the third renaissance learning paradigm that impact online pedagogical engineering, management and intervention for personalized learning design. Effective online pedagogical intervention has four major dimensions that are grounded/interacted and focused on four metaphoric lenses: (a) types of learners (4Cs): Casual, Committed, Concentrated and Continuing; (b) pedagogical levels (4Ps): Intelligent, Agile, Distributed and Situated Pedagogy; (c) intervention levels (4Es): Enriching, Enhancing, Engaging and Empowering; and (d) online assessment frames (4As): Assessment of learning, Assessment for learning, Assessment as learning, and Assessment in learning.

scholarly journals Using Personalized Adaptive Learning to Promote Industry-Specific Language Skills in Support of Spanish Internship Students

2021 ◽  
Vol 21 ◽  
Author(s):  
María Redmon ◽  
Shelly Wyatt ◽  
Corrinne Stull
Keyword(s):  
Adaptive Learning ◽  
Language Skills ◽  
Spanish Language ◽  
Learning Design ◽  
Medical Terminology ◽  
Personalized Feedback ◽  
Medical Settings ◽  
Language For Specific Purposes ◽  
Learning Content ◽  
Student Interns

This essay offers a response to the challenge of preparing student interns to successfully utilize Spanish professional terminology in legal and medical settings. The authors developed a personal adaptive learning (PAL) course to address vocabulary language deficits experienced by Spanish internship students. PAL technologies provide students of Language for Specific Purposes (LSP) the opportunity to engage in vocabulary learning through personalized feedback and alternative learning content. Implementing Cavanagh et al.’s (2020) Framework for Adapting Learning Design, the authors designed Spanish language modules for legal and medical terminology using Realizeit, a PAL platform that allows instructors to create their own content and assessment items. PAL modules for both legal and medical terminology were added to the Canvas learning management system of the Spanish Internship course and students could select the Realizeit module that fit their internship placement (legal or medical). PAL holds enormous potential to help LSP learners build mastery of industry-specific terminology that will be attractive to potential employers.

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