Developing personalized education. A dynamic framework

Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations—ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization. (DIPF/Orig.

Technology-Mediated Learning: A Comprehensive Theoretical Model

Increasing organizational investment in technology for training and learning underscores how important it is for researchers to understand and investigate technology-mediated learning (TML). However, the limited empirical data in this area fails to provide a consistent and comprehensive picture of the TML phenomena. A critical aspect missing from existing research is the focus on the learning process. In this paper, we articulate a theoretical model, based on Adaptive Structuration Theory, for TML that explicitly configures elements of the learning process, including team, technology, and learning technique structures. Existing TML research from the information systems (IS) and education literatures is summarized and research gaps are identified. The paper not only helps to explain inconsistencies in previous research, but also develops specific propositions for future research. The propositions stated in the paper represent the theoretical relationships among the constructs in the TML model. The model provides a vehicle for researchers, both in IS and education, to summarize and integrate existing research and theories and to guide future research in this important area

Goal Orientation and Ability: Interactive Effects on Self-Efficacy, Performance, and Knowledge

This study examined the direct relationship of goal orientation – and the interaction of goal orientation and cognitive ability -- with self-efficacy, performance, and knowledge in a learning context. The current paper argues that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals\u27 cognitive ability. Results indicated that the direct associations of learning and performance orientations were consistent with previous research. Learning orientation was positively related to self-efficacy, performance, and knowledge, while performance orientation was negatively related to only one outcome, performance. The interactions between goal orientation and ability also supported several hypotheses. As expected, learning orientation was generally adaptive for high ability individuals, but had no effect for low ability individuals. In contrast, the effects of performance orientation were contingent on both individuals\u27 level of cognitive ability and the outcome examined. The implications of these results for future research on goal orientation are discussed

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Working memory and second language development: A complex, dynamic future?

Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention

Ongoing exclusion within universal education: why education for all is not inclusive

In this chapter we acknowledge that the marketisation of education has impacted on both the Education for all and Inclusive education for all agendas but we also recognize that the specific cultural context within different nations and localities will also shape how universal education is interpreted and developed (Miles and Singal 2010). We will therefore look at three countries in order to consider not only the wider constraints imposed by neo-liberal educational ideology but also the particular legacy of previous policies, practices and provision within each state. In doing so we hope to explore recurrent trends, contradictions and tensions in their development of inclusion within an Education for all agenda and discuss how widening participation in established education systems often simply reconstitutes the exclusion of those who are perpetually marginalised. Our discussions will underline why, despite the declaration at Jomtien, meeting at Salamanca was a necessity to provide a blueprint to reconstitute traditional education systems and how following that blueprint encounters frequent obstructions and diversions