Personalized Education for a Programming Course in Higher Education

The purpose of this chapter is to present the intervention in personalized education for the Programming Methodology course in higher education. Indicators such as dropout rate, failing rate, and poor academic performance of the students of Universidad Tecnológica de Puebla (UTP) are necessary to propose strategies that improve education quality. Therefore, during the four-month periods of September – December in 2016 and 2017, the authors performed interventions with the strategy of personalized education with the objective to improve the indicators mentioned above. The four strategy elements are 1) content, 2) work methods, 3) pace and times, and 4) assessments options. The study that is presented in this chapter is original because it avoids a unique starting point for all students. The study attempts to go over what the students have in common; this is why the authors were able to stimulate each student to be in charge of their own knowledge freely and responsibly.

Russian and International Experience of Working with Personality Developing Inquiry

Introduction. Response to challenges of actual mass demand for personalisation of education is not feasible without specification of idea, models and mechanisms of usage of “learning inquiry”, which are determined by regional, cultural, social, and historical specifics of society. Relevance of the research is based on the necessity to clarify the term “learning inquiry” to facilitate practical implementation of mechanisms of personal educational logistic realised in digital environment. The article’s objective is to present results of analysis of local and international interpretations of the term “learning inquiry” (or its equivalent) as well as practices of its formation and usage. Materials and Methods. Local and global practices (formalised education, family education, “alternative” education) have been analysed with a searching depth of 5-8 years. Searching requests: educational inquiry, personal(sized) learning inquiry, personalized education, personalized learning, student-initiated learning, selflearning, etc. The following concepts have been reviewed: subjectivity, individualisation, personalization, personification, choice theories by D. Leontiev, intermediate action theory by B. Elkonin, theory of complicated systems and personality by K. Rogers, field theory by K. Levin, concept of deep knowledge by K. Duek, etc.; models and practices of active learning based on subjective position of a student. Results. Specifics of terminology related to personalized education are determined and described. A preterm “learning request” has been introduced via system of basic principles of creation of “learning inquiry” model. It has been shown that “learning inquiry” is realized via various educational institutions. In digital environment “learning inquiry” becomes a trigger for transformation towards educational logistic. Discussion and Conclusion. Research results contribute to development of practices of construction of position by participants of educational activity, to practices of work with learning inquiry, to enable to develop mechanisms of transformation towards personal educational logistic and, therefore, to facilitate readiness of educational systems to realisation of personalized education.

Educational Data Mining Techniques for Student Performance Prediction: Method Review and Comparison Analysis

Student performance prediction (SPP) aims to evaluate the grade that a student will reach before enrolling in a course or taking an exam. This prediction problem is a kernel task toward personalized education and has attracted increasing attention in the field of artificial intelligence and educational data mining (EDM). This paper provides a systematic review of the SPP study from the perspective of machine learning and data mining. This review partitions SPP into five stages, i.e., data collection, problem formalization, model, prediction, and application. To have an intuition on these involved methods, we conducted experiments on a data set from our institute and a public data set. Our educational dataset composed of 1,325 students, and 832 courses was collected from the information system, which represents a typical higher education in China. With the experimental results, discussions on current shortcomings and interesting future works are finally summarized from data collections to practices. This work provides developments and challenges in the study task of SPP and facilitates the progress of personalized education.

Psychological capabilities of neurodiagnostic complexes in career guidance counseling

В статье рассматривается актуальная проблема профессионального самоопределения и выбора профессии в неоднозначной экономической и общественной ситуации в контексте идей персонализированного образования. The article deals with the current problem of professional self-determination and choosing profession in the situation of uncertainty and ambiguity of economic and social processes in terms of the ideas of personalized education.

Academic tutoring as a form of personalized language education: a project and practice at the University of Gdańsk (Poland)

The current paper elaborates on the effects of introducing elements of personalized education in the academic tutoring programme realized at the University of Gdańsk (in short UG, Poland). It begins with an outline of the key objectives of the project called Ideal Quality in Good Quantity, which was introduced at the University of Gdansk in the years 2014–2016. The programme originally aimed at equipping academic teachers with tools suitable for implementing elements of individualized didactics. Moreover, the project assumed a practical application of the aforementioned tools in scholarly work of the tutors who realized their own tutoring sessions with students representing various fields of study (philological, pedagogical and culture studies, to mention some of them). The project’s initial conception, i.e. Ideal quality in good quantity, is continued forward in the so-called Centrum Tutorów UG as well as in the form of faculties’ internal initiatives. In the paper the reader will find a description of fragments of individualized didactic work implemented in teaching French and German as foreign languages and psychology.

Model of realization of personalized learning of students of higher education institution

In the article, the author considers the organization of personalized learning of students of higher education by designing a pedagogical model of education. Personalized learning improves the educational process, as the student can build their own educational trajectory according to their individual needs, interests, preferences, and abilities. The proposed pedagogical model reveals the structure and content of personalized education of higher education institutions, the central figure of which is the student, his educational needs, interests, and abilities. We have identified the purpose of personalized learning, the principles and main stages that reflect the dynamics of its operation, as well as the pedagogical conditions for effective implementation of the proposed model. We have identified the basic principles of personalized learning. These are the principle of consciousness and activity of the student, accessibility and comprehensibility of the content of education, flexibility and adequacy of the educational process, the principle of consistency and dosage of educational content, social participation of participants in the educational process, control and self-control. The implementation of the model should be carried out in stages. These processes include the processes of initiation, diagnosis, and design, integration, with the latter process occurring cyclically. Pedagogical conditions are the main condition for the effectiveness of personalized learning. In the process of implementing personalized learning, it is advisable to adhere to the normative, socio-psychological, and organizational-pedagogical conditions of the educational process. The development of the model made it possible to identify certain characteristics of personalized learning. In particular, it allows to significantly increase the motivation to learn, to build an individual educational trajectory, to adapt the learning process in accordance with the student's interactions and through the mechanisms of electronic environment systems.

Investigation on the Status Quo of Self-Health Management of Patients with Bipolar Disorder and Analysis of Influencing Factors

In this study, we aim to explore the status quo of self-health management of patients with bipolar disorder and influencing factors. A total of 80 patients with bipolar disorder were included and assigned into the observation group and the control group, with 40 cases per group. The patients in the control group were given general health education, and those in the observation group were given personalized education combined with peer support. It was found that there was no significant difference in gender, age, educational degree, marital status, and living state between the observation group and the control group ( P > 0.05 ). There are significant differences with regard to self-management between the two groups. The observation group showed stronger self-care ability, health education level, self-protection ability, and emotional control ability than the control group ( P < 0.05 ). Before the intervention, no significant difference in Hamilton Depression Rating Scale (HAMD) scores was observed between the observation group and the control group ( P > 0.05 ). After the intervention, the HAMD scores were lower in the observation group than in the control group ( P < 0.05 ), suggesting an alleviation in manic and depressive episodes in the observation group. It was also revealed that the observation group exhibited lower Functioning Assessment Short Test (FAST) scores in all aspects than the control group, suggesting personalized education combined with peer support could significantly improve the quality of life of patients with bipolar disorder. Self-health management ability of the patients was regarded as the dependent variable and healthy education level, health literacy, and objective support as the independent variables, and the regression model was performed. The results show that information acquisition ability, communication and interaction ability, objective social support, subjective social support, and utilization of social support can all affect the self-health management ability of patients. Personalized education combined with peer support can effectively alleviate the condition of patients with bipolar disorder, improve the degree of overall functional impairment, enhance the patient’s self-management ability, and promote their recovery. It is worthy of promotion and application. In conclusion, information acquisition ability, communication and interaction ability, objective social support, subjective social support, and utilization of social support can all affect the self-health management ability of patients.

Reflexive development of flexible skills of undergraduates at the transition to personalized education

For the implementation of personalized learning is the most promising model of blended learning, where the development of graduate programs coexists along with the scientifc mentoring, complementing each other, and aims to create a fexible skills necessary for the development of educational and personal potential of a student. Mastering the master’s program, research achievements and the formation of fexible skills are important indicators of the level of academic culture of undergraduates. The article presents the results of the study of the infuence of refexivity on the development of fexible skills of undergraduates on the example of their academic motivation and tolerance to uncertainty. According to the theory of selfdetermination, internal motivation (cognitive, achievement, selfdevelopment motivation), external motivation (selfesteem, introjected, external) and amotivation are determined for the diagnosis of academic motivation of undergraduates educa tional activities. The subscales of the methodology «Lack of tolerance to uncertainty» («Novelty», «Complexity» and «Unsolvability») refect the sources of reduced tolerance to uncertainty. The results confrm the importance of developing fexible skills and specify the causal relationships between refexivity and indicators of academic motivation and tolerance to uncertainty. It seems appropriate to organize special additional trainings for undergraduates on coping with uncertainty.