Open by Degrees: A Case of Flexibility or Personalization?

This chapter focuses on the history, development, and perceived value of The Open University UK’s BA/BSc (Hons) Open degree (hereafter referred to as “OUUK Open degree”) over the past half-century in the context of changing external pressures and addressing debates around the coherence and acceptance of such a personalized program of study. It touches on the changing views of “openness” over time, from the origins of The Open University’s “open entry” policy, through to ideas around flexibility of study, open education, and personalized learning. The chapter concludes with recommendations for other higher education institutions wishing to introduce a multidisciplinary open degree into their portfolio of curriculum

The Montessori Approach as a Model of Personalized Instruction

I present a brief overview of the key elements of personalized learning and Montessori education, a related pedagogical approach, aiming to examine common theoretical principles and key elements. I discuss the common features of personalized instruction and the Montessori approach of education. Both personalized instruction and the Montessori approach stand firmly on a constructivist paradigm and share many philosophical and theoretical principles. Research has shown that Montessori education is one of the most visible models that incorporates numerous aspects of personalized instruction and shares many common elements with personalized learning. This research has shown that, while personalized instruction also suggests many strategies for implementation of the concept, Montessori education actualizes the principles of personalized learning

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

A Comprehensive Exploration of Personalized Learning in Smart Education: From Student Modeling to Personalized Recommendations

With the development of artificial intelligence, personalized learning has attracted much attention as an integral part of intelligent education. China, the United States, the European Union, and others have put forward the importance of personalized learning in recent years, emphasizing the realization of the organic combination of large-scale education and personalized training. The development of a personalized learning system oriented to learners' preferences and suited to learners' needs should be accelerated. This review provides a comprehensive analysis of the current situation of personalized learning and its key role in education. It discusses the research on personalized learning from multiple perspectives, combining definitions, goals, and related educational theories to provide an in-depth understanding of personalized learning from an educational perspective, analyzing the implications of different theories on personalized learning, and highlighting the potential of personalized learning to meet the needs of individuals and to enhance their abilities. Data applications and assessment indicators in personalized learning are described in detail, providing a solid data foundation and evaluation system for subsequent research. Meanwhile, we start from both student modeling and recommendation algorithms and deeply analyze the cognitive and non-cognitive perspectives and the contribution of personalized recommendations to personalized learning. Finally, we explore the challenges and future trajectories of personalized learning. This review provides a multidimensional analysis of personalized learning through a more comprehensive study, providing academics and practitioners with cutting-edge explorations to promote continuous progress in the field of personalized learning.Comment: 82 pages,5 figure

Personalized Learning in Education

Personalized learning has been from the time past as learning which focuses on aptitudes, interests, and needs of a learner. Owing to its importance in the teaching and learning world, it has availed manifold popularity. Ten years ago, many nations such as the United Kingdom, USA, New Zealand as well as Australia have integrated this mode of training. It is seen and promoted as the major learning technique for preparing the youths towards the 21st-century pre-requisites as well as the expectations of the society from them, [1]. According to some scholars, it is very understandable in the aspect of vocational learning [2]. Personalized learning customizes learning as per a specific student’s needs, skills, strengths as well as interests in these techniques. Each scholar is given an erudition scheme which is as per his/her best process of learning as well as knowledge. However, personalized learning cannot replace other strategies like a 504 plan, IEP or an intervention program. This article tends to deal with all aspects of personalized learning which comprises a brief introduction of the subject matter of personalized learning, and some of the reviews of the literature on personalized learning. The write up will also focus on why personalized learning really matters, what is obtainable and what is not in the field of personalized learning. The write up will also deal with the best guides to personalized learning, especially educational elements. Some examples of what personalized learning is like, as well as some personalized learning strategies with samples, will be looked into. Finally, the article will run through the summary of the subject matter of personalized learning and its importance in the educational field

Teacher Perceptions of Personalized Teaching & Learning in an Instructional Technology Graduate Course: A Phenomenographical Case Study

With the growing focus and popularity of personalized learning in K-12 education, the need to support educators in their ability to implement personalized learning pedagogy grows. The paradigm shift towards personalized learning includes necessary iteration to the types of professional development offered to practicing teachers. This study explored the perceptions of teachers experiencing the meta-learning phenomenon of both teaching and learning about Personalized Learning (PL) in a six-week, online graduate-level course. Inquiry was focused on uncovering how in-service K-12 teachers\u27 experience, understanding of PL, and ability to design PL evolve during a six-week graduate-level education course on personalized learning, ITEC 7600. Additionally, the study explored how ITEC 7600 help in-service teachers taking it to leverage personalized learning pedagogy while learning about personalized learning. Finally, a composite allowed the voice of the instructors to describe the experiences of their students’ understanding of PL, and ability to design PL as it evolves during a six-week graduate-level education course on personalized learning. Results illuminate that while a personalized path towards acquisition of PL pedagogy should be expected due to the qualitatively unique ways participants experience this course, a modeled meta-learning phenomenon is found to support educators’ growth in their ability to understand and design personalized learning environments. Results show ways in which the overall design of this course have an impact on current and future practice and research of personalized learning