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

Abstract

Background: Personalized learning (PL), conceptualized as an education innovation that tailors learning to meet diverse student needs, has drawn increased attention from different fields of study, such as education, learning sciences, and computer science. Regardless, there is a lack of a comprehensive understanding of PL instructional designs supported by technology.Objectives: This systematic literature review aimed to provide an empirical integration of PL designs and implementation across disciplines through the lens of the universal design for learning (UDL) framework. As an instructional framework that guides the design to embrace learner variability, UDL holds the potential to provide foundational considerations for instructional design components of PL.Methods: We used four databases including ERIC, OmniFile Full Text Select, Academic Search Complete, and Web of Science to search empirical studies investigating technology-supported PL in PK-12 school-based settings. In total, 61 studies published between 2006 and 2020 were included in the review. We analysed PL design and implementation features and aligned these features to the UDL framework.Results and Conclusions: Our results indicated that current empirical PL design features were widely mapped onto the UDL framework. Most current PL studies investigated segmented aspects such as student attributes (e.g., interest, motivation, self-regulation) and instructional practices (e.g., facilitating goal setting) that could contribute to PL design. Rarely did studies investigate how PL was operationalized in a system integrating various design components that consider learner characteristics, instructional support, and contextual implementation factors.Implications: The analysis of alignment between PL designs within the UDL framework can serve as a starting point for stakeholders to take a more holistic approach to designing PL experiences for all learners.

Interest-Driven Creator Course in a Blended Setting to Develop Chinese College Students’ Adaptive Learning Skills

“…Since adaptive learning is flexible and relies on a pattern of outcome-based thinking (Narvaez & Reyes, 2022), in which facts and concepts are connected, manipulated, categorised and combined with invention, and information and intellect are combined to provide new answers to old issues in an appropriate environment (Ichsan et al, 2019;Zhang et al, 2022). Technology acceptance (Balyer, 2018;Lu et al, 2021) is also detrimental effect because the information found online is not necessarily valid.…”

“…As an effective IDC pedagogical management tool, the PAL provides affective, psychological and cognitive resources to support learners (Zhou & Wang, 2019). Adaptive interaction, which is the fundamental basis of this pedagogy, is extremely beneficial for learners (Zhang et al, 2022). Therefore, an adequate level of PAL's reliability of Cronbach's Alpha (>.85) and validity of KMO (>.80) (Midgley et al, 1998) was used in this study.…”

“…The following statement matches the purpose of the IDC course design in terms of the role of the teacher in students' habit to become life-long learners. The establishment of interest and creation loops in the IDC course, which is crucial for individuals' development (Zhang et al, 2022) relies on the use of dynamic and adaptive skills and resources to plan and implement personal learning habits in extracurricular activities (Marks et al, 2021).…”

A review of the Development Trend of Personalized learning Technologies and its Applications

“…The proposed research gives valuable insights for developing practical aspects for personalized learning environments: layout presentation, customized learning materials, learning styles, and preferences [50]. According to a recent survey on adaptive, personalized learning systems, PL models present layouts and study materials with the following four essential components: students profiles that map out each student's unique set of skills, interests, and aspirations; individualized learning plans that are adapted to each student's unique trajectory; a focus on mastering customized subjects and assessment for skills growth; adaptable learning environments which is accessible anywhere and anytime, which also consider individualized learning styles and preferences [51]. The PL systems make it easier to deliver teaching and learning subject matter based on the needs of the learners.…”

La Importancia del Entorno. Diseño Universal para el Aprendizaje Contextualizado

“…• Proporcionar múltiples formas de acción y expresión En la actualidad, disponemos del modelo 2.2 de las pautas del DUA que nos sirven de base y nos orientan para programar nuestras clases con garantías de flexibilidad, variabilidad y apoyo a la diversidad presente en las aulas (Zhang, et al, 2022).…”