For a technology-based learning system to be able to personalize its learning process, it must characterize the learners. This can be achieved by storing information about them in a feature vector. The aim of this research is to propose such a system. In our proposal, the students are characterized based on their activity in the system, so learning activities also need to be characterized. The vectors are data structures formed by numerical or categorical variables such as learning style, cognitive level, knowledge type or the history of the learner’s actions in the system. The learner’s feature vector is updated considering the results and the time of the activities performed by the learner. A use case is also presented to illustrate how variables can be used to achieve different effects on the learning of individuals through the use of instructional strategies. The most valuable contribution of this proposal is the fact that students are characterized based on their activity in the system, instead of on self-reporting. Another important contribution is the practical nature of the vectors that will allow them to be computed by an artificial intelligence algorithm.
Resumen-Frente al aprendizaje tradicional de talla única, proponemos un modelo de aprendizaje adaptativo basado en las tecnologías de la información, abierto, colaborativo, flexible y escalable. El modelo propuesto tiene como elementos centrales los conceptos de competencia y de actividad de aprendizaje y se estructura en tres elementos principales: el cuadro de mando docente (para el diseño del curso en base a competencias y actividades), el espacio de trabajo del estudiante (en que se realizan las actividades formativas y se mantiene el estado de competencias y actividades) y el motor de selección (encargado de la selección de actividades en función del progreso del estudiante en su aprendizaje). El modelo presentado permite la personalización del contenido, adaptado al nivel de conocimientos de cada usuario y a su progreso, y a través de itinerarios de aprendizaje diferentes elegidos por el propio usuario. Incorpora los conceptos de refresco y de refuerzo y la posibilidad de elegir para dotar a los estudiantes de autonomía.Palabras clave: aprendizaje adaptativo, aprendizaje con tecnología, competencias, actividades de aprendizaje Abstract-Faced with traditional one-size-fits-all learning, we propose an open, collaborative, flexible and scalable adaptive learning model based on information technologies. The central elements in the model are the concepts of competence and learning activity and it is structured in three main elements: the teaching board (for a course design based on competencies and activities), the student work space (in which the training activities are carried out and the state of competences and activities are maintained) and the selection engine (responsible for the selection of activities according to the student's learning progress). The presented model allows the customization of the content, adapted to the level of knowledge and the progress of each user, and through different learning itineraries chosen by the user. It incorporates the concepts of refreshment, reinforcement and freedom of choice, so that the students are provided with autonomy.
The educational environment we find in our current world does not look like it did some years ago. The learning process has become dynamic and continuous, mainly driven by the great evolution of technology, implying an inevitable change in education. It is a change that requires a complete digital transformation of education to change the teaching and learning process by means of information technologies. This is why, faced with the traditional one-size-fits-all learning, this chapter proposes an open, collaborative, flexible, and scalable adaptive learning model based on information technologies. Because current students need to be prepared for a lifelong formation, let them know they should assume a continuous cycle of learning, unlearning, and relearning. A model that aims to fulfill all the new learning needs emerged on this digital world. It lets the students develop a lifelong learning, where the concepts are updated and reinforced, and dynamically adapted to their learning needs and progress.
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