Personalized Learning

Despite artificial intelligence (AI) having transformed major aspects of our society, less than a fraction of its potential has been explored, let alone deployed, for education. AI-powered learning can provide millions of learners with a highly personalized, active and practical learning experience, which is key to successful learning. This is especially relevant in the context of online learning platforms. In this paper, we present the results of a comparative head-to-head study on learning outcomes for two popular online learning platforms (n=199 participants): A MOOC platform following a traditional model delivering content using lecture videos and multiple-choice quizzes, and the Korbit learning platform providing a highly personalized, active and practical learning experience. We observe a huge and statistically significant increase in the learning outcomes, with students on the Korbit platform providing full feedback resulting in higher course completion rates and achieving learning gains 2 to 2.5 times higher than both students on the MOOC platform and students in a control group who don't receive personalized feedback on the Korbit platform. The results demonstrate the tremendous impact that can be achieved with a personalized, active learning AI-powered system. Making this technology and learning experience available to millions of learners around the world will represent a significant leap forward towards the democratization of education.

Abstract. We investigated the validity of applying topic modeling to unstructured student text data from online class discussion forums to predict students’ final grades. Using only student discussion data from introductory courses in biology and economics, both probabilistic latent semantic analysis (pLSA) and hierarchical latent Dirichlet allocation (hLDA) produced significantly better than chance predictions which improved with additional data collected over the duration of the course. Predictions were more accurate from hLDA than from pLSA, suggesting the feasibility and value of deriving conceptual hierarchies relevant to actual student data. Results indicate that topic modeling of studentgenerated text may provide a useful source of formative assessment to support learning and instruction.

This quasi-experimental study examined whether TED (Technology, Entertainment, Design) talks could improve the listening skills of Iranian EFL learners. The study also explored whether the different media of instruction could have differing impacts on the students' learning. Sixty intermediate level male learners aged between 18 and 20 in three intact classes (n1=n2=n3=20) were the participants selected through convenience sampling. The groups were randomly assigned to two experimental groups and one control group after ensuring that they were at the same level of language proficiency. One of the experimental groups watched TED talks via mobile devices, another group watched them through laptops, and the control group practiced listening through DVDs and CDs of the course textbook (American File 2) for ten sessions. It is worth mentioning that the mobile group watched the videos outside of the class, whereas the laptop and control groups practiced listening in the class. Every s...

This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical thinking, problem solving and innovation. The skills enable them to confront the numerous societal challenges emanating from the dynamic technology. Further, with technology support, the pedagogies promote inclusive education through individualized learning that is personalized and self-directed. The paper recommends that the Teacher education programme in Kenya should embrace reforms in curricula and teaching methods to facilitate use of pedagogical practices that develop teacher trainees with the skills needed in today’s vast society. This could prepare them to offer holistic quality and relevant education that can contribute to the development of the society.

In 2016, Facebook founder Mark Zuckerberg announced that he would be joining the National Science Foundation and Gates Foundations in spending hundreds of millions of dollars to support the development of technologies for “personalized learning.” These technologies promise to provide learners or users with interactive content that is tailored with precision to their preferences and previous behaviors—much like Facebook’s newsfeed does. And also like Facebook, they accomplish this by using “big data” and “analytics,” recordings of clicking, scrolling and typing of many thousands of users. However, analytics experts, sociologists of technology and most recently, former Facebook and Google executives understand these techniques as ultimately representing a sophisticated and highly effective form of Skinnerian operant conditioning—one that customizes schedules of reinforcement precisely to users’ or learners’ behavioral patterns. First explaining how this “new behaviorism” is instantiated in personalized learning design and technology, this paper then argues that such an approach is antithetical to the most basic priorities and purposes of education: Namely, to cultivate in students a sense of ownership in their own learning, and responsibility for their own behavior and its effects on others.

For online learning to be effective, it should be adapted to the personal learning style. Kolb’s learning style inventory (LSI) is a methodology to assess such individual learning styles. The quantitative findings of this study demonstrate that differences between the four learning types exist, namely, in preferred type of discussion board posting, communication tool, and problem-solving approach. Accommodators and Divergers contribute to an online discussion by challenging point of views, whereas Assimilators and Convergers like to put content into a model/framework. Accommodators like to communicate with their peers via email and Assimilators via general discussion board. Divergers prefer email exchange with the tutor if faced with a problem. These findings have implications for delivery of online learning material. No single e-learning approach will be suitable for all learning styles.

This article historicizes 21st century personalized learning by tracing its lineage to 20th century technologies that were considered commercial and educational failures. It explores important and often ironic links between past and present attempts to personalize learning through technology to trouble claims that personalized learning is a fundamentally new model of education that has broken free of the “industrial model” of education reform. At the same time, personalized learning illustrates how democratic governance of education has been displaced by new policy networks, datafication, and algorithmic governance. This curriculum history wears away at grand claims about personalized learning and makes tactical use of past struggles over machine-based learning to provoke more rigorous debates about learning, digital governance, and the growing influence of venture philanthropy, technology companies, and intermediary organizations in educational policy-making and curriculum development.

The act of goal-setting is a desired competency area for students and is also a practice educators can use to help fuel students' learning to learn skills. This resource includes a brief summary of the research, highlights promising goal-setting practices and provides the results of a research evidence review that indicates that there is promising Tier III evidence for the practice of student goal-setting.

Employability is not just about getting a job. Employability is about getting 'work ready' by developing one's skills, techniques and experience to become employable or progressing within a fulfilling career. Harvey (2003) argues that learning should emphasise less the 'employ' and more the 'ability' in order to prepare the ground for " developing critical, reflective abilities, with a view to empowering and enhancing the learner ". Building upon this vision, I have conducted a pilot study (Dawson, 2012 & 2013) the outcomes of which were presented at the ICERI2012 and EDULEARN13, which employs a student-subject oriented approach to enable Undergraduate students to work on Personalised Projects (Personal Employability Skills Portfolios (PESP). These are designed in a specific manner to give them the opportunity to build the relationship between Higher Education and graduate employability in a way that makes sense to them. The students embark upon a journey of investigation and exploration of a variety of potential employment paths as well as a journey of self-discovery encompassing their strengths and limitations in terms of transferable skills in order to make informed decisions for their future career. Presently, the study has grown further with particular focus on embedding employability in education for sustainable development. It considers education as the 'primary switch' which could accelerate the evolution of one's informed choice which could lead to a sustainable future. Hence, emphasis is given on the individuals' personality and characteristics allowing learners to critically examine their priorities, habits, beliefs, values, principles and practices to foster a balanced personal development, explore their alternatives and communicate their experiences effectively with a community of people aiming to strive to balance the needs of such community and hence society. The study results reveal that students, who undertook the Personal Employability Skills Portfolios as part of a detached, stand-alone Undergraduate module, evidenced their journey from an 'unaware' phase to 'informed' progression in graduate employment and made " informed decisions for the benefit of themselves and others, for now and in future years and acted upon them " (UNESCO, 2011). It emphasizes the need for HEIs to adopt an educational approach to teaching and learning which exploits, human capital for sustainable development. It concludes that it is imperative for the research-active curriculum to incorporate in-depth examination of the role of the human productive capabilities (individual skills, abilities and competences) in particular, as a determinant of sustainability.

You can't be growing all the time. There are ebbs and flows: when you get into a new school year; after a few weeks; the beginning of a new term; the end of term tidying up and rewards and satisfaction. No document you can produce will ever show us all those layers. (Headteacher, quoted in Stoll et al. 2006b, booklet

This paper presents the non-directive model by mainly discussing the work of Joyce (1996). It gives a background on Carl Rogers’ philosophy (Joseph, 2014), including Tenenbaum’s published article (1959), where the writer took part in a course facilitated by Rogers and documented his impressions from the experience. One limitation of the model is also included, in the context of counseling, as seen in Scott’s account (2013). Student-centered learning is defined, mentioning Seifert and Sutton (2009). Lastly, this paper cites Rickabaugh’s take on personalized learning (2015) as an actual application of the model in the classroom.

Abstrak: Tujuan dan objektif: Pentaksiran Sekolah (PS) merupakan salah satu daripada lima komponen pentaksiran dalam Sistem Pentaksiran Pendidikan Kebangsaan (SPPK) telah mula dilaksanakan pada tahun 2011 bagi menggantikan sistem pentaksiran semasa. Pelaksanaan pentaksiran ini telah menimbulkan banyak isu terutamanya dikalangan pihak ibu bapa dan guru. Justeru itu, kertas konsep ini dibuat dengan tujuan untuk memberi pemahaman kepada semua pihak terutama pihak ibu bapa dan guru-guru akan keperluan perubahan sistem penilaian murid yang lebih menekan kepada pentaksiran sejajar dengan perkembangan pendidikan abad ke 21. Metodologi: Kertas konsep ini ditulis berdasarkan kepada tinjauan literatur berkaitan definisi Pentaksiran Sekolah (PS), isu-isu yang berkaitan dengan pelaksanaan Pentaksiran Sekolah disamping kerelevanan transformasi sistem penilaian semasa sejajar pendidikan abad ke 21. Dapatan: Daripada tinjauan literatur yang dilakukan, didapati pelaksanaan Pentaksiran Sekolah sangat wajar dilaksanakan. Pelaksanaanya memberikan implikasi yang besar dalam peningkatan kualiti pendidikan abad ke 21 dan secara tidak langsung mampu memberikan sumbangan dalam meningkatkan kualiti amalan penilaian murid di sekolah.

The purpose of this transcendental phenomenological study is to understand how in-service teachers with three to five years of experience perceive their pre-service and in-service training regarding the integration of twenty-first century technology into their instruction. Twenty participants from a rural public school system in southeast North Carolina participated. This study attempted to describe the following: (1) How do third through fifth year teachers in one public school district in North Carolina feel about their technological awareness and ability to integrate twenty-first century technologies into their instruction? (2) How do third through fifth year teachers in one public school district in North Carolina describe their college experiences with training them to integrate twenty-first century technology into their instruction? (3) How do third through fifth year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate twenty-first century technology into their instruction? Through interviews, a focus group, and the use of the Computer User Self-Efficacy (CUSE) survey, themes were identified that described participant perceptions of the phenomena of twenty-first century technology integration training. Participant reported themes were: (a) high level of confidence and skill when selecting twenty-first century technologies, (b) integration must be planned for, (c) college professors rarely integrated technologies, (d) twenty-first century technology assignments were neither purposeful nor rigorous, (e) integration confidence/competence began during field placements, (f) staff development exposed participants to a wealth of technologies, and (g) staff development lacked focus and purpose.  In turn these themes were used in developing a list of best practices as articulated by the participants. The implications are discussed and further recommendations are made for college of education programs and staff development coordinators along with suggestions for future research.

. When the psychosis-- nonpsychosis grouping was considered, patients with psychosis responded dramatically better to ECT in all assessments, whereas those without psychosis responded similarly to both treatments. Conclusions: Overall ECT was a more potent treatment for patients with MDD, this being particularly evident in patients with MDD and psychosis; however, in patients with MDD without psychosis the effects of rTMS were similar to those of ECT. The results we report are encouraging and support an important role for rTMS in the treatment of severe MDD; however, additional blinded studies are needed to precisely define this role. Biol Psychiatry 2000;47:314--324 2000 Society of Biological Psychiatry Key Words: TMS, ECT, MDD, transcranial magnetic stimulation, electroconvulsive therapy Introduction T ranscranial magnetic stimulation (TMS) was introduced by Barker et al in 1985 as a new method for noninvas

Trabajo sobre el personalized learning en diferentes facetas, del mundo de la eduación a la del trabajo y su relación directa con el análisis de datos y su transfromación en metadatos.
Desarrollamos el que consideramos el aprendizaje del futuro, no como algo encorsetado en “espacios y tiempos”, sino en toda su esencia de autonomía, libertad y acción permanente a lo largo de toda la vida, eso si, con el soporte de las tecnologías de la información y la comunicación, la inteligencia artificial, el mundo de internet (machine learning).

The purpose and promise of adaptive technologies is to facilitate online instruction that is personalized to the needs of individual learners. This paper will focus on what adaptive technologies do, or attempt to do, rather than on what they are in technical terms (e.g. the different kinds of algorithms1 that constitute the technologies), but the key words in the brief functional definition above (i.e. ‘adaptive’ and ‘personalized’) are highly contested.
Part of the Cambridge Papers in ELT Series January 2017

This work is licensed under CC BY 4.0 Nowadays, the internet is becoming more user-centric, allowing for two-way information exchange. The term of Web 2.0 means internet applications which allow sharing and collaboration opportunities to people and help them to express themselves online. e-Learning is a term used in education to describe web 2.0 technologies and applications into educational and institutional activity. In the meantime, providing complete strategy to provide an effective learning environment that includes various courses, software, and infrastructures. Meanwhile, e-Learning is a popular method of imparting training in today's world. However, a large percentage of e-learning content fails to fulfil successful teaching and learning standards, emphasizing the need for guidelines on how to structure online resources for effective learning. Therefore, this paper has reviewed tools such a Gamification, Learning Management System (LMS), HTML-5 package (H5P) that will support elearning to develop effective learning.

This edition of the Duffy Reports features an article by Dr. Barbara McCombs, Senior Research Scientist and Director of the Human Motivation, Learning, and Development Center at the University of Denver Re- search Institute. She is a renowned expert in the field of personalized, learn- er-centered learning. Some of the content for her article is taken from two books by

En España actualmente los maestros reciben una escasa formación sobre atención a la diversidad, y la titulación de Magisterio carece de la especialidad que antes preparaba a los orientadores escolares, cuya labor resulta esencial para el proceso de inclusión educativa. Además, el concepto de necesidades educativas especiales (NEE) parece estar suponiendo un lastre tanto para los propios alumnos a quienes hace referencia, como para los avances que tratan de hacerse para atender a la diversidad. A fin de conocer la opinión del sector educativo respecto a estas dos cuestiones, se realizó una encuesta a 160 profesionales en activo. Los resultados mostraron que los encuestados consideran clave el rol del orientador en este proceso, pero presentan una visión reduccionista de la diversidad. Por tanto, se considera que la formación tanto de maestros como de orientadores debería reforzarse a fin de hacer frente a esta problemática y que el concepto de NEE debería modificarse para evitar reduccionismos.

The environment is rapidly changing that cause need for constant learning and innovation. That is why those who are willing to prepare for all disruptions and challenges in the VUCA world through education have an advantage. As the new generation is prone to active and collaborative learning, it is necessary for the training and education system to adapt to that. Lifelong learning, as a sustainable process, is a must for anyone who wants to become and remain a serious player in the market, both educators and learners. Artificial intelligence, robotics, blockchain, biotechnology have been predicted to completely reform future employment. Educators need to use different skills and prepare students for jobs that are not exists yet. Effective education leadership, that builds skills by employing coaching and training techniques, makes a difference in improving learning. The goal of personalized learning is to engage students in the process of co-creation, building the curricula on mutual interests, developing a person's abilities and strengths, thus igniting intrinsic motivation for success and contribution.

La personalización y la adaptación del aprendizaje son estrategias educativas con un interés y respaldo creciente en los últimos años. En la educación en línea, este interés se refleja en el auge de tendencias como las analíticas de aprendizaje o la inteligencia artificial a través de enfoques multidisciplinares que buscan soluciones tecnológicas a los problemas educativos más comunes. Una de estas soluciones es el aprendizaje adaptativo, que pretende desarrollar los sistemas degestión del aprendizaje con nuevas funcionalidades para personalizar la experiencia educativa. Cada vez son más las organizaciones que se están sumando a esta ola de innovación educativa
apoyada por las Tecnologías de la Información y la Comunicación, porque hace del aprendizaje una experiencia personalizada y única. En este trabajo, se conceptualiza un marco de referencia para las acciones que pertenecen a la línea de trabajo del aprendizaje adaptativo en el campus virtual de la compañía ADAMS, que persigue la mejora continua de la respuesta educativa a través la atención a la diversidad. También se presenta una propuesta de implementación de funcionalidad adaptativa en una acción formativa del área de Empleo Público, que pone a prueba el marco de referencia y representa un proyecto piloto ampliable otras acciones formativas de la
compañía. Se aportan orientaciones que respalden el desarrollo de la propuesta de integración en esta empresa referente del sector formativo en España.

Any implementation of personalized learning and teaching through big data will have implications for research ethics. This chapter considers the research ethics implications in certain key regulatory documents and the scholarship on research ethics and learning analytics. Finally, the chapter provides guidelines for use by researchers and research ethics review committees-within the field of education in the South African context-specifically focusing on personalized learning and teaching through big data and learning analytics.

This paper explores how trauma enabled embodiment to be forcefully felt and later usefully used in doctoral research. The shocking murder of my sister by her husband created intense physical reactions within me (Caldwell, 1997; Sidoli, 2000). Previous years of teaching enabled observation of the body as a source of information but nothing prepared me for the shock and impact

In this essay, I posit that the built environment of modern Western campuses—as exemplified by Simon Fraser University (SFU) in Burnaby, British Columbia—reflects a mindset very much myopic and un- sustainable. In contrast, the knowledge that might compel humans to adapt more sus- tainable behaviors might be found on the other side of the campus boundary, in the natural or quasi-natural world largely ig- nored and misused. As an alternative, I dis- cuss a place-based education emphasizing self-in-place.

Summary This article reviews the development process of the pedagogical vision and model of iClass,1 a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this ...

Student advising is a term used to refer to an array of resources, supports, and guidance provided to students by a non-parental adult with the aim of enhancing successful transition to college, postsecondary training, or employment. This resource includes an overview of the theories and research that underlie student advising, highlights of promising advising practices and concludes with the results of a research evidence review that indicates that there is promising Tier III evidence for this practice.