Personalised higher education based on microcourses: Possible ways of implementation

Introduction. Educators all over the world agree that human education at any stage of development should be personalised. In order for the training to be personalised, the knowledge, competencies, behaviuoral models and approaches that need to be learned must be presented to a student in such a way that they have a value sense, are relevant and arouse his/her desire to learn even more. The problem of the study is the lack of sound methods for implementing a personalised approach in higher education. At the same time, it is noted that the learning process based on the introduction of microcourses contains the potential for the implementation of personalisation ideas, since microcourses are aimed at meeting the individual needs of the student. Aim. The present research aims to substantiate the possibilities of personalised learning based on microcourses at universities (master’s level). Methodology and research methods. The methodological framework of the research is the theory of the competence-based approach, the paradigm of personality-oriented learning, as well as scientific work in the field of personalised education. Results. The article presents a model of personalised learning at a university based on the use of microcourses. The principles of its construction are described: the responsibility of the university for the preparation of a graduate; reasonable conservatism; compliance of the initiative topic with the direction of training; systematic and systematic control. The concept of a microcourse of an academic discipline is introduced; examples of students choosing microcourses are given. The model of personalisation of education based on the use of microcourses, in addition to traditional sections, such as planned learning outcomes and a calendar curriculum, also contains new aspects (compared to current models of student learning): diagnostics of student’s capabilities in the implementation of personalisation; training regulations (including personal goals); schemes for the selection of general and additional modules, availability of initiative modules; diagnostics of achievements. The results can be broadcast to various areas of master’s degree programmes. Scientific novelty. The scientific novelty consists in the description of the possibilities of implementing a personalised approach in education based on the use of microcourses in master’s degree programmes. Practical significance. The developed model of personalisation of learning based on microcourses can be applied at all levels in the higher education system for various profiles of preparation. It will be especially significant for the profiles of the educational direction.Введение. Педагоги всего мира сходятся во мнении, что обучение человека на любой ступени развития должно иметь персонализированный характер. Чтобы обучение было персонализированным, знания, компетенции, модели поведения и подходы, которые необходимо усвоить, должны быть представлены обучающемуся таким образом, чтобы они имели ценностный смысл, были актуальны и вызывали у него желание узнать еще больше. Проблема исследования заключается в отсутствии обоснованных методик реализации персонализированного подхода в высшем образовании. В то же время отмечается, что процесс обучения, основанный на внедрении микрокурсов, содержит в себе потенциал реализации идей персонализации, так как микрокурсы нацелены на удовлетворение индивидуальных потребностей обучающегося. Цель статьи – обоснование возможностей персонализированного обучения в вузе (уровень магистратуры) на основе микрокурсов. Методология, методы и методики. Методологической основой исследования является теория компетентностного подхода, парадигма личностно-ориентированного обучения, а также научные работы в области персонализированного образования. Результаты. В статье приведена модель персонализированного обучения в вузе, основанная на использовании микрокурсов. Описаны принципы ее построения: ответственности вуза за подготовку выпускника; разумного консерватизма; соответствия инициативной тематики направлению подготовки; систематичности и системности контроля. Введено понятие микрокурса учебной дисциплины, приведены примеры выбора студентами микрокурсов. Модель персонализации образования на основе использования микрокурсов, помимо традиционных разделов, таких как планируемые результаты обучения и календарный учебный график, содержит и новые аспекты (по сравнению с действующими моделями обучения студентов): диагностика возможностей студента в реализации персонализации; регламент обучения (включающий личностные цели); схемы выбора общих и дополнительных модулей, наличие инициативных модулей; диагностика достижений. Результаты можно транслировать на различные направления подготовки в магистратуре. Научная новизна состоит в описании возможностей реализации персонализированного подхода в обучении по программам магистратуры, основанной на применении микрокурсов. Практическая значимость. Разработанная модель персонализации обучения на основе микрокурсов может быть применена на всех уровнях в системе высшего образования для различных профилей подготовки. Особенно значимой она будет для профилей педагогического направления

A Causal-Comparative Study on the Efficacy of Intelligent Tutoring Systems on Middle-Grade Math Achievement

This study is a quantitative examination of intelligent tutoring systems in two similar suburban middle schools (grades 6-8) in the Southeastern United States. More specifically, it is a causal-comparative study purposed with examining the efficacy of intelligent tutoring systems as they relate to math achievement for students at two similar middle schools in the Midlands of South Carolina. The independent variable, use of an intelligent tutoring system in math instruction, is defined as the supplementary use of two intelligent tutoring systems, Pearson’s Math Digits and IXL, for math instruction. The dependent variable is math achievement as determined by the Measures of Academic Progress (MAP) SC 6+Math test. The student data examined is archived MAP SC 6+ Math scores from the 2017-2018 school year. A one-way ANCOVA was used to compare the mean achievement gain scores of both groups, students whose math instruction included intelligent tutoring systems and students whose math instruction did not include intelligent tutoring systems, to establish whether or not there was any statistically significant difference between the adjusted population means of the two independent groups. The results showed that the adjusted mean of posttest scores of students who did not receive math instruction that involved an intelligent tutoring system were significantly higher than those who did

A framework for operative and social sustainability functionalities in Human- Centric Cyber-Physical Production Systems

In a near future where manufacturing companies are faced with the rapid technological developments of Cyber-Physical Systems (CPS) and Industry 4.0, a need arises to consider how this will affect human operators remaining as a vital and important resource in modern production systems. What will the implications of these orchestrated and ubiquitous technologies in production – a concept we call Cyber-Physical Production Systems (CPPS) – be on the health, learning and operative performance of human workers? This paper makes three main contributions to address the question. First, it synthesizes the diverse literature regarding CPS and social sustainability in production systems. Second, it conceptualizes a holistic framework, the CyFL Matrix, and outlines a guideline to analyze how the functionalities of a CPPS relate to operational and social sustainability-related performance impacts at different levels of analysis. Finally, it presents an industrial use case, which the CyFL Matrix and the related guidelines are applied to. In doing so, the study offers first support to researchers and managers of manufacturing companies willing to define suitable operational and social sustainability-related performances for Human-centric Cyber-Physical Production Systems of the future

Implementation of adaptive Moodle LMS with adjusments of the Felder-Silverman model of learning styles

Е-учење, као сложен систем, обухвата учење на даљину, наставне материјале у различитим формама и облицима, групне и индивидуалне процесе учења, као и интерактивни и туторски рад. Да би се повећала ефективност система за е-учење, потребно је пре свега размотрити својства студената и њихове стилове учења. На основу података прикупљених на различите начине, методама истраживања путем упитника за утврђивање индекса стилова учења (ILS), коришћењем система за управљањем учењем Moodle LMS-а, на основу субјективне процене предметних наставника, као и на основу података из пословног информационог система, утврђују се афинитети студената. Затим се на основу ових информација врши адаптација, процес који прилагођава рад Moodle LMS-а на основу стилова учења појединаца. Примарни циљеви који се могу постићи прилагођавањем система е-учења су унапређење изгледа и делотворност курса, подршку у проналажењу података о наставном предмету, ефикасније претраживање и постављање резултата претраге у аспекту интересовања студената, као и повећање лојалности студената образовној установи

Personalized Adaptive Teacher Education to Increase Self-Efficacy: Toward a Framework for Teacher Education

This study investigated personalized adaptive learning, teacher education, and self-efficacy to determine if personalized adaptive teacher education can increase self-efficacy. It is suggested that teachers with higher self-efficacy tend to stay in the teaching profession longer. Chapters 2 and 3 are literature reviews on personalizing adaptive learning to determine what common components are used in personalized adaptive learning systems to get a clear understanding of what previous literature suggests building this study on it. Chapter 4 investigates the data collected from 385 teachers to understand better what teachers report on factors that increase their self-efficacy. As a result, it was found that teachers' self-efficacy increases with more training, support, and resources. In chapter 5, a framework was developed based on previous findings, with components of personalized adaptive learning to provide support/help at the right time for teachers to increase their self-efficacy. An empirical study was conducted to validate this framework, where the framework was used as a guide to personalize and adapt summer teacher preservice training and survey teachers on their self-efficacy before and after the training to see its impact on teachers' self-efficacy. However, since summer preservice training was virtual, the framework could not be implemented fully, as we were not able to observe teachers' behaviors and monitor their learning to provide them help and support, as needed and being in the post-COVID-19 year as educators dealing with about two-year learning loss systemwide, seems decreased teachers' self-efficacy. The findings of this study can guide preservice teacher education institutions and decision-makers of teacher education to assess inservice teachers' needs and self-efficacy to help and support them with a more personalized adaptive education to improve their self-efficacy