Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

The Evaluation of Arabic Learning based on Multiple Intelligences Classroom

Evaluation is an integral part of the curriculum component. Evaluation of language learning in general can provide an overview of student learning outcomes that have been done. The need for evaluation of Multiple Intelligences class-based learning evaluation techniques in order to expand the evaluation holistically according to the provisions of globalization. This study aims to analyze evaluation techniques based on Multiple Intelligences class at SD Plus Al-Kautsar Malang. This research using a qualitative approach through case study methods with data techniques include observation, interviews and documentation. This research shows evaluation techniques that can be developed in multiple intelligence classroom through several various techniques; portofolio services, personal expenses, projects. The research findings show that authority in authentic evaluation based on Multiple Intelligence classroom management can provide a concrete picture of students from the language skills system.Evaluation is an integral part of the curriculum component. Evaluation of language learning in general can provide an overview of student learning outcomes that have been done. The need for evaluation of Multiple Intelligences class-based learning evaluation techniques in order to expand the evaluation holistically according to the provisions of globalization. This study aims to analyze evaluation techniques based on Multiple Intelligences class at SD Plus Al-Kautsar Malang. This research using a qualitative approach through case study methods with data techniques include observation, interviews and documentation. This research shows evaluation techniques that can be developed in multiple intelligence classroom through several various techniques; portofolio services, personal expenses, projects. The research findings show that authority in authentic evaluation based on Multiple Intelligence classroom management can provide a concrete picture of students from the language skills system. &nbsp

Use of learning styles in the selection of instructional strategies : Does pedagogy lead to practice?

Much has been written about the importance of learning styles in instructional design. Learning styles can be measured by the use of personality profiles such as the Myers-Briggs Type Indicator (MBTI). Learning styles can also be measured by Learning Style Inventories and defined by cognitive theory such as Gardner\u27s multiple intelligences. This literature review explores the different approaches to the study of learning styles and the practical use of learning style indicators as a tool for selecting instructional strategies. Many challenges exist in designing instruction to the personal level including costs, time, and instructor limits. Philosophical questions on the benefits of customization must also be considered. Research supports the need to have variety in instruction to better simulate real-world application. This literature review concludes instruction should be learner centered, but does not need to be personality centered

Personalised Learning: Developing a Vygotskian Framework for E-learning

Personalisation has emerged as a central feature of recent educational strategies in the UK and abroad. At the heart of this is a vision to empower learners to take more ownership of their learning and develop autonomy. While the introduction of digital technologies is not enough to effect this change, embedding the affordances of new technologies is expected to offer new routes for creating personalised learning environments. The approach is not unique to education, with consumer technologies offering a 'personalised' relationship which is both engaging and dynamic, however the challenge remains for learning providers to capture and transpose this to educational contexts. As learners begin to utilise a range of tools to pursue communicative and collaborative actions, the first part of this paper will use analysis of activity logs to uncover interesting trends for maturing e-learning platforms across over 100 UK learning providers. While personalisation appeals to marketing theories this paper will argue that if learning is to become personalised one must ask what the optimal instruction for any particular learner is? For Vygotsky this is based in the zone of proximal development, a way of understanding the causal-dynamics of development that allow appropriate pedagogical interventions. The second part of this paper will interpret personalised learning as the organising principle for a sense-making framework for e-learning. In this approach personalised learning provides the context for assessing the capabilities of e-learning using Vygotsky’s zone of proximal development as the framework for assessing learner potential and development

Mechanisms For Implementing Assessments in The Independent Curriculum: Analytical Study In Educational Institutions

The Merdeka Curriculum is an innovative concept in the world of education in Indonesia that aims to provide flexibility and freedom to teachers in designing more creative and innovative learning methods and materials. One of these things is the assessment process. Assessment in the Merdeka Curriculum refers to the evaluation process carried out to measure students' abilities and skills effectively, objectively, and accurately. Assessment aims to provide an overview of the extent to which students have achieved the competencies set out in the curriculum. In addition, assessment also provides feedback to students and teachers regarding student learning progress and assists in identifying weaknesses and strengths in teaching and learning. In its implementation, assessment or judgment plays an important role in the success of this successful program. The Merdeka Curriculum assessment itself is a series of activities carried out to determine the level of students' abilities in a lesson in the Merdeka Curriculum. The government has regulated learning and assessment in the Merdeka Curriculum in full and in detail. It is hoped that this regulated learning and assessment can serve as a reference for teachers in planning and implementing meaningful learning so that it can create more creative, critical thinking, and innovative students

Basic Skills for Complex Lives: Designs for Learning in the Community College

Outlines the Strengthening Pre-collegiate Education in Community Colleges project's activities, results, and lessons learned, including five principles for teaching underprepared students. Recommends an institution-wide focus and faculty collaboration

Remedial Reading: Teacher Input Student Output: The Impact of Teacher Education on Post-Secondary Remedial Reading Students

Despite evidence that enhanced teacher education provides enhanced learning opportunities, there is little research on the impact for remedial college students. This study addresses this issue. Reviewing students assigned to remedial reading based on placement test scores, a series of t-tests compared students after one term based on COMPASS scores and compared between the courses provided with teachers of bachelor’s or master’s degrees grouped by gender. This study used a non-experimental, causal-comparative quantitative ex post facto design to study the difference between the education level of the teaching staff and the student achievement at completing the prescribed remediation course within one term. Three t-tests conducted determined that there was a difference, but could not state that the difference was related to the gender of the student. This study used recently archived data at a mid-sized mid-western four-year university compiling a sample size of 115. Due to the Bonferroni Correction, the results were marginal. The null was rejected within the entirety of the sample (N=115) with a finding of t(113.00)=-6.31, p=0.01. However, for the sample of males (n=59), the null could not be rejected with a finding of t(57.00)=4.33,p=0.02 due to the application of the Bonferroni correction. As to the sample of females (n=56), the null could not be rejected with a finding of t(50.00)=4.46, p=0.02 due to the application of the Bonferroni correction. Colleges and universities can use this study to aid in assigning professorial staff to remedial courses for the best possible outcomes. This study should be replicated with other variables and in varying size colleges in the future

The 5-dimensional model: A tangible framework for differentiation

Differentiation has become an indispensable teaching approach to meet the needs of diverse learners, and has thus garnered a lot of attention, particularly on a theoretical level. This has resulted in an abundance of differentiation models and frameworks. Despite the attention given to differentiation, most teachers still seem to struggle with implementing it in practice. The previous models have therefore failed to provide teachers with a clear and easy-to-use framework for differentiation. For this reason, we have created the 5-dimensional (5D) model of differentiation which aims to be a more accessible and tangible model than the existing ones. The model approaches differentiation through five dimensions, which are 1) teaching arrangements, 2) learning environment, 3) teaching methods, 4) support materials and 5) assessment. The model draws on constructivism, Zone of Proximal Development (ZPD), Theory of Multiple Intelligences and motivation as its core theoretical underpinnings. The model stems from the Finnish educational context but can be transferred to and applied in various school contexts. In this article, we will first review various definitions of differentiation. We will then critically examine some of the existing models for differentiation. Finally, we will elaborate on the theoretical underpinnings and different dimensions of our 5D model

Systematic Review of Adaptive Learning Research Designs, Context, Strategies, and Technologies From 2009 to 2018

This systematic review of research on adaptive learning used a strategic search process to synthesize research on adaptive learning based on publication trends, instructional context, research methodology components, research focus, adaptive strategies, and technologies. A total of 61 articles on adaptive learning were analyzed to describe the current state of research and identify gaps in the literature. Descriptive characteristics were recorded, including publication patterns, instructional context, and research methodology components. The count of adaptive learning articles published fluctuated across the decade and peaked in 2015. During this time, the largest concentration of adaptive learning articles appeared in Computers and Education. The majority of the studies occurred in higher education in Taiwan and the United States, with the highest concentration in the computer science discipline. The research focus, adaptive strategies, and adaptive technologies used in these studies were also reviewed. The research was aligned with various instructional design phases, with more studies examining design and development, and implementation and evaluation. For examining adaptive strategies, the authors examined both adaptive sources based on learner model and adaptive targets based on content and instructional model. Learning style was the most observed learner characteristic, while adaptive feedback and adaptive navigation were the most investigated adaptive targets. This study has implications for adaptive learning designers and future researchers regarding the gaps in adaptive learning research. Future studies might focus on the increasing availability and capacities of adaptive learning as a learning technology to assist individual learning and personalized growth

Missed opportunities: Module design to meet the learning and access needs of practitioners - A work based learning pilot in the rehabilitation setting

It is with great pleasure that this report is presented as a result of an exciting project that truly exemplified partnership working. For a Higher Education Institution to come together with an NHS organisation to negotiate and tailor an education initiative in direct response to the needs of both the organisation and its staff is a very positive direction of travel. The project has been possible through the enthusiasm and commitment of its partners, their contribution of resources including time and funding, and the support of others who have played a part in enabling it to happen. The willingness of the students taking part in the pilot module should be recognised as much of what we have learnt from the process and the evaluation of it, will more directly benefit future students rather than the participating students themselves. As with any pilot, there are risks and where challenges have not been foreseen they have been addressed along the way, flexibly and promptly. Whilst a relatively small project, it has generated much interest from others interested in work based learning approaches and potential students from across the health care professions wanting to take part in future courses. On behalf of the Project Team, I hope you find the report useful and encourage you to make contact if you require further information, wish to explore work based learning opportunities (uni-discipline or multi-professional) here at the University or would like to discuss research or evaluation