Case studies of personalized learning

Deliverable 4.1, Literature review of personalised learning and the Cloud, started with an evaluation and synthesis of the definitions of personalized learning, followed by an analysis of how this is implemented in a method (e-learning vs. i-learning, m-learning and u-learning), learning approach and the appropriate didactic process, based on adapted didactic theories. From this research a list of criteria was created needed to implement personalised learning onto the learner of the future. This list of criteria is the basis for the analysis of all case studies investigated. – as well to the learning process as the learning place. In total 60 case studies (all 59 case studies mentioned in D6.4 Education on the Cloud 2015 + one extra) were analysed. The case studies were compared with the list of criteria, and a score was calculated. As a result, the best examples could be retained. On average most case studies were good on: taking different learning methods into account, interactivity and accessibility and usability of learning materials for everyone. All had a real formal education content, thus aiming at the core-curriculum, valuing previous knowledge, competences, life and work skills, also informal. Also the availability of an instructor / tutor or other network of peers, experts and teachers to guide and support the learning is common. On the other hand, most case studies lack diagnostics tests as well at the start (diagnostic entry test), during the personalized learning trajectory and at the end (assessment at the end). Also most do not include non-formal and informal learning aspects. And the ownership of personalized learning is not in the hands of the learner. Five of the 60 case studies can as a result be considered as very good examples of real personalized learning

Evaluating the Legacy Careers Project.

The Legacy Careers Project was a five day programme of career enrichment activities for schools in East London. The programme ran from June to December 2013 with students moving from Year 8 to Year 9. It provided information and activities to support students to better understand their future career options. The project takes its inspiration from the Olympic Games and is informed by the opportunities offered by Queen Elizabeth Olympic Park. This paper sets out the findings of an evaluation of the project conducted by the International Centre for Guidance Studies. The evaluation concludes that the project was successful. Evaluators noted the delivery of an effective and coherent career learning programme that aligned well with best practice in the sector. Key indicators of success are as follows: • Students who participated in the programme reported that they enjoyed the experience and found it useful; • A high level of learning could be observed throughout the programme; • Students reported that they had developed their skills and attributes through the programme; • There was evidence of greater purposefulness in thinking about their next career destination; • The programme exceeded the initial target of 200 participants by providing 770 students (year 8, moving to year 9) and an additional 70 team leaders (year 12) with career enrichment activities outside of the classroom; • There was a high level of positive engagement from the schools involved in the programme; and • The programme also provided opportunities for a group of sixth form team leaders. These students also reported improvements in their self-confidence (53%), leadership skills (47%) and other skills and attributes.London Legacy Development Corporatio

Young People’s Workforce Reform Programme : evaluation report

"The Children's Workforce Development Council (CWDC) commissioned Ecorys and H.J. Giller & Associates to independently evaluate the 2008–2011 Young People's Workforce Reform Programme (YPWRP). The YPWRP was introduced in 2008 as part of a ten year government strategy to help develop help develop a more skilled, confident workforce able to work in an effective and integrated way to deliver the best possible outcomes for young people. The main evaluation methodology used was semi-structured interviews with stakeholders, supplemented by telephone surveys and a small number of focus groups and event observations. Desk review of programme information was also undertaken. This summary assesses the main YPWRP strands and workstreams along with its cross cutting themes of communications and data collation in light of intended outcomes. It concludes by assessing the outcomes of the programme overall." - page iv

Future bathroom: A study of user-centred design principles affecting usability, safety and satisfaction in bathrooms for people living with disabilities

Research and development work relating to assistive technology 2010-11 (Department of Health) Presented to Parliament pursuant to Section 22 of the Chronically Sick and Disabled Persons Act 197

Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Measuring Change While Changing Measures: Learning In, and From, the Evaluation of Making Connections

This case study describes the evaluation of a multi-site, decade-long community change effort by the Annie E. Casey Foundation that aimed to improve outcomes for the most vulnerable children by transforming their neighborhoods and helping their parents achieve economic stability, connect with better services and supports, and forge strong social networks. The case study explores a myriad of issues related to the challenges of evaluating comprehensive community initiatives and keeping the evaluation relevant as the program evolved

The role of social media in the collaboration, interaction, co-creation and co-delivery of a social venture in an uncertain conflict environment

This research case study examines the creation and development of a bottom-up social enterprise immediately after the outbreak of a civil war in an Arab country by a group of young patriots in the aftermath of the Arab Spring uprisings in the 2010s. Drawing on Linders’ (2012) model of social action lifecycle, our study examines how different actors become involved and co-created a socially entrepreneurial venture (SEV), how these actors contributed to the coproduction and co-delivery of the social actions (values) over time, and how social media play roles in these processes. Drawing from the empirical evidences of citizen co-production within the existing literature, we found that SEVs operate in very different ways in which the role of social media is critical, both from their equivalents operating in a penurious but stable environment, and those intending to pursue political action within a conflict situation. In our case study, social media was not intended for mass-mobilisation, but for selected mobilisation amongst those within the network. This is due to the insecure environment and the fear of infiltration from opposing parties. We also examine how new actors were, over time, being carefully screened and selected, and potential harmful existing players being excluded, which in turn contributed to the evolving nature of the social enterprises

Acupressure to Reduce Treatment-Related Symptoms for Children With Cancer and Recipients of Hematopoietic Stem Cell Transplant: Protocol for a Randomized Controlled Trial.

BackgroundWe describe the study design and protocol of a pragmatic randomized controlled trial (RCT) Acupressure for Children in Treatment for a Childhood Cancer (ACT-CC).ObjectiveTo describe the feasibility and effectiveness of an acupressure intervention to decrease treatment-related symptoms in children in treatment for cancer or recipients of a chemotherapy-based hematopoietic stem cell transplant (HSCT).DesignTwo-armed RCTs with enrollment of 5 to 30 study days.SettingTwo pediatric teaching hospitals.PatientsEighty-five children receiving cancer treatment or a chemotherapy-based HSCT each with 1 parent or caregiver.InterventionPatients are randomized 1:1 to receive either usual care plus daily professional acupressure and caregiver delivered acupressure versus usual care alone for symptom management. Participants receive up to 20 professional treatments.Main outcomeA composite nausea/vomiting measure for the child.Secondary outcomesChild's nausea, vomiting, pain, fatigue, depression, anxiety, and positive affect.Parent outcomesDepression, anxiety, posttraumatic stress symptoms, caregiver self-efficacy, and positive affect. Feasibility of delivering the semistandardized intervention will be described. Linear mixed models will be used to compare outcomes between arms in children and parents, allowing for variability in diagnosis, treatment, and age.DiscussionTrial results could help childhood cancer and HSCT treatment centers decide about the regular inclusion of trained acupressure providers to support symptom management