Toward Pedagogy-Driven Personalized Learning Experiences in Cultural Digital Libraries

Cultural heritage institutions hold a vast amount of multimedia digital content forming a rich source of knowledge about cultural heritage, natural history, and biodiversity that could be used to serve various educational contexts and scenarios. However, due to a number of barriers, this knowledge remains largely unexploited. This paper addresses the problem and presents a framework and a service- oriented architecture for supporting personalized learning in cultural digital collections/libraries allowing: a) accessing and re-purposing existing multimedia digital content/archives for cultural digital objects, learning objects and higher learning units, and b) constructing pedagogy-driven personalized learning experiences in cultural digital collections statically or dynamically, taking into account different learner needs and preferences and instructional strategies encoded in educational templates. The proposed architecture also supports interoperability and sharing of cultural digital objects, learning objects and learning experiences with existing eLearning systems and large repositories/aggregators

Personalisation in MOOCs: a critical literature review

The advent and rise of Massive Open Online Courses (MOOCs) have brought many issues to the area of educational technology. Researchers in the field have been addressing these issues such as pedagogical quality of MOOCs, high attrition rates, and sustainability of MOOCs. However, MOOCs personalisation has not been subject of the wide discussions around MOOCs. This paper presents a critical literature survey and analysis of the available literature on personalisation in MOOCs to identify the needs, the current states and efforts to personalise learning in MOOCs. The findings illustrate that there is a growing attention to personalisation to improve learners’ individual learning experiences in MOOCs. In order to implement personalised services, personalised learning path, personalised assessment and feedback, personalised forum thread and recommendation service for related learning materials or learning tasks are commonly applied

Beyond Personalization: Embracing Democratic Learning Within Artificially Intelligent Systems

This essay explains how, from the theoretical perspective of Basil Bernstein's three “conditions for democracy,” the current pedagogy of artificially intelligent personalized learning seems inadequate. Building on Bernstein's comprehensive work and more recent research concerned with personalized education, Natalia Kucirkova and Sandra Leaton Gray suggest three principles for advancing personalized education and artificial intelligence (AI). They argue that if AI is to reach its full potential in terms of promoting children's identity as democratic citizens, its pedagogy must go beyond monitoring the technological progression of personalized provision of knowledge. It needs to pay more careful attention to the democratic impact of data‐driven systems. Kucirkova and Leaton Gray propose a framework to distinguish the value of personalized learning in relation to pluralization and to guide educational researchers and practitioners in its application to socially just classrooms

Third international workshop on Authoring of adaptive and adaptable educational hypermedia (A3EH), Amsterdam, 18-22 July, 2005

The A3EH follows a successful series of workshops on Adaptive and Adaptable Educational Hypermedia. This workshop focuses on models, design and authoring of AEH, on assessment of AEH, conversion between AEH and evaluation of AEH. The workshop has paper presentations, poster session and panel discussions

Factors Influencing the Selection of an Adaptive Learning Technology within University and K-12

Technology continues to shape the landscape of higher education, universities and K-12, therefore, need to design programs that accommodate the diverse needs of their students. As universities and K-12 consider pathways for meeting these needs, it will be fundamental that consideration is given to sound pedagogical principles for teaching and learning within these changing landscapes. This position paper reports on the key principles and factors influencing the selection of an adaptive learning system within universities. An extensive literature review demonstrates the benefits when an adaptive learning system gives equal consideration to technology and pedagogical issues

Factors Influencing the Selection of an Adaptive Learning Technology within University and K-12

Technology continues to shape the landscape of higher education, universities and K-12, therefore, need to design programs that accommodate the diverse needs of their students. As universities and K-12 consider pathways for meeting these needs, it will be fundamental that consideration is given to sound pedagogical principles for teaching and learning within these changing landscapes. This position paper reports on the key principles and factors influencing the selection of an adaptive learning system within universities. An extensive literature review demonstrates the benefits when an adaptive learning system gives equal consideration to technology and pedagogical issues