Exercises of voice, choice, and collaboration in a personalized learning initiative

Integrating instructional designs of personalized learning through the lens of universal design for learning

“…7.1 Various technologies : Optimize individual choice and autonomy over learning such as what to investigate and demonstrate, working at their pace, working independently or in groups, sequencing of learning content (Abawi, 2015; Admiraal et al, 2020; Alcoholado et al, 2011; Basham et al, 2016; Kim et al, 2019; Looi et al, 2009; Martín‐SanJosé et al, 2014; McCarthy, Liu, & Schauer, 2020; Phan, 2020; Phillips et al, 2020; Schmid & Petko, 2019; Song et al, 2012; Tsybulsky, 2020); Provide autonomy in improvisation to create meaningful contexts (Looi et al, 2009); Allow student to choose which mathematical task topics based on interest (Clinton & Walkington, 2019; Høgheim & Reber, 2015); Incorporate learner‐selected vocabulary into learning content (Choi & Ma, 2015); Allow for customization of online learning texts with choice background colour, picture, font style (Ertem, 2013); Increase autonomy over learning through interest‐ and skill‐driven goal setting or choice provision (DeMink‐Carthew et al, 2020; DeMink‐Carthew & Netcoh, 2019; DeMink‐Carthew & Olofson, 2020)…”

“…Tech‐enhanced learning environments : Connects learning with interests, talents, passions, and aspirations through interest‐driven goal setting (DeMink‐Carthew et al, 2020; DeMink‐Carthew & Olofson, 2020); Provide culturally relevant instruction by taking into account students' interest, personal experiences, language, and cultural identity (Tsybulsky, 2020); Enhance student voice in making decisions about their learning to link to their interest and creativity (Phan, 2020; Schmid & Petko, 2019)…”

“…8.3 Mobile/Multimedia tools : Foster interactivity and collaboration among students to share artefacts (Looi et al, 2009) or reading annotation/notes supported through mobile devices (Hsu et al, 2013) or to achieve goals using multimedia tools (Kaminskienė & Khetsuriani, 2019); Provide access to various web‐based technologies for collaboration with among students (Phan, 2020); Integrate cooperative learning tasks into students' PL plans (Schmid & Petko, 2019)…”

“…For example, two studies examined how mobile learning systems were designed to help activate learners' relevant prior knowledge (Song et al, 2012) or automatically link to pre-requisite information (CP3.1; Hwang, Tsai, et al, 2012). Aligned to CP3.2, some adaptive learning systems were able to provide functions such as underlining, drawing on figures (Arroyo et al, 2014), and highlighting text with varying colours (Siddique et al, 2018) Abawi, 2015;Admiraal et al, 2020;Alcoholado et al, 2011;Basham et al, 2016;Kim et al, 2019;Looi et al, 2009;Martín-SanJosé et al, 2014;McCarthy, Liu, & Schauer, 2020;Phan, 2020;Phillips et al, 2020;Schmid & Petko, 2019;Song et al, 2012;Tsybulsky, 2020); Provide autonomy in improvisation to create meaningful contexts (Looi et al, 2009); Allow student to choose which mathematical task topics based on interest (Clinton & Walkington, 2019;Høgheim & Reber, 2015); Incorporate learner-selected vocabulary into learning content (Choi & Ma, 2015); Allow for customization of online learning texts with choice background colour, picture, font style (Ertem, 2013) Siddique et al, 2018;Standen et al, 2020;Su et al, 2006;Troussas et al, 2020;Tseng et al, 2008;Wang et al, 2020); Learning systems automatically return exercises that are slightly more difficult than the student's current understanding level (Cornelisz & van Klaveren, 2018) or items/learning activities that students need additional practices (Wang, 2014;Wongwatkit et al, 2020;You et al, 2019) Virtual Reality: Customize learning path with which students can interact constantly (Bhattacharjee et al, 20...…”

“…Learners differ in how they navigate a learning environment, demonstrate what they learn, and apply executive function skills (CAST, 2018). (Looi et al, 2009) or reading annotation/notes supported through mobile devices (Hsu et al, 2013) or to achieve goals using multimedia tools (Kaminskienė & Khetsuriani, 2019); Provide access to various webbased technologies for collaboration with among students (Phan, 2020); Integrate cooperative learning tasks into students' PL plans (Schmid & Petko, 2019) ALS/ITS/Robotics: Use virtual companions to promote students' sense of collaboration (Arroyo et al, 2014;Chen, 2009b;Katsionis & Virvou, 2008); Robot act as learning companions to enhance social interaction with learners (Baxter et al, 2017) et al, 2020) or affective supports such as encouragement message and hint (Arroyo et al, 2014;Chen, 2009b;Katsionis & Virvou, 2008); Provide immediate feedback with detailed messages conveying the reasons behind mistake and asking to reattempt (Siddique et al, 2018) or intelligent feedback including elaborated explanations (Wang et al, 2020) Virtual reality: Generate positive feedback leading students towards attaining the overall class objective (Bhattacharjee et al, 2017) G9: Provide options for self-regulation 9.1 ALS: Helping learners understand the difference between current and target self-regulation indexes, thereby encouraging self-learning motivation (Chen, 2009b) Human-mediated: Establish high expectations to promote autonomy and motivation by creating PL goals and support goal attainment (Abawi, 2015); Promote expectation and belief through 'I Can' statements (Basham et al, 2016); Utilized strengths-based PL model to involve students in identifying strengths, setting goals, etc. (McCarthy, Liu, & Schauer, 2020) 9.2 NA 9.3 ALS/ITS: Provide timely feedback reports on students' learning process to involve students in developing self-evaluation and self-efficacy (Arroyo et al, 2014;Chen, 2009b;Phillips et al, 2020;You et al, 2019) Mobile learning: Support self-reflection (via Worksheets on mobile devices; Song et al, 2012); Human-mediated a : Provide formative assessment, feedback, and/or self-assessment strategies, tools (e.g., progress trackers) in student-teacher conf...…”