Personalized learning: Current status and potential

Nandigam, David; Tirumala, Sreenivas Sremath; Baghaei, Nilufar

doi:10.1109/ic3e.2014.7081251

Cited by 18 publications

(11 citation statements)

References 24 publications

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“…Students are co-designers of the curriculum and of the learning environment. Students' capabilities, interests, needs and skills determine the pace of learning [12]. One of the main strategies with which Adaptive Learning works is in guidance in case of students' failures.…”

Section: A Automatic Formative Assessmentmentioning

confidence: 99%

Automatic Formative Assessment in Computer Science: Guidance to Model-Driven Design

Marchisio

Margaria

Sacchet

2020

2020 IEEE 44th Annual Computers, Software, and Applications Conference (COMPSAC)

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Section: A Automatic Formative Assessmentmentioning

confidence: 99%

Automatic Formative Assessment in Computer Science: Guidance to Model-Driven Design

Marchisio

Margaria

Sacchet

2020

2020 IEEE 44th Annual Computers, Software, and Applications Conference (COMPSAC)

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“…Most of the reported ICT innovations in developing countries have been streamlined on implementation of web-based youth survival skills development platforms. However, due to human technology adoption constraints such as; poor ICT infrastructure and financial abilities of the youth from developing countries who cannot even purchase computer resources; it becomes harder for them to fully harness reported innovations [50]. Therefore, there is still need to tap recent advancements in mobile technologies as a solution to the above mentioned barriers to boost youth workforce skills development program [32].…”

Section: Related Studiesmentioning

confidence: 99%

Addressing Pedagogical Usability and Mobility Barriers in E-learning Systems: A Case of Youth Entrepreneurship Skill Development, Plan International Uganda

Med¹,

Lukyamuzi²

2019

IJSDR

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Adoption of E-learning systems to address youth self-reliance entrepreneurship skills knowledge gap in developed countries has been rapidly evolving and reached advanced stages. Nonetheless, in the developing world most especially Sub-Sahara Africa it is still infancy. Of recent, some Non-Governmental Organizations have attempted implementation of Elearning systems as alternative means to traditional elitist spaces to equip the youth with self-reliance job start-up skills. However, despite the usual challenge of ICT infrastructure development, pedagogical usability and accessibility concerns are key undermining barriers to this initiative. This study therefor focuses on design and implementation of a youth entrepreneurship skills E-learning system prototype, ported on mobile technology with an integrated informal lifelong learning model. The proposed infrastructure also accommodates a mobile learning tool that enhances access and usability concerns of out-of-school youth lifelong learners in developing countries like Uganda. System design and development was achieved through a user centred participatory design approach (UCD) in conjunction with Human access point (HAP) design technique. User requirements inform of low-fidelity card paper prototypes were later transformed into working system interfaces. The developed prototype with both web and native mobile tool simplifies the process of self-employment business start-up skills access and development using interactive videos. Similarly, the system guides a youth in selection of appropriate survival skills, and selection of the learning path based on one's previous experience. In addition, the learning environment helps the youth to connect with skilled experts and coaches experienced in vast areas of the business. Conclusively, the platform helps survival skills providers to reach the unreached youth and monitoring of active youth ongoing projects. Evaluation of the developed system prototype was streamlined on the Unified Theory of Technology and Acceptance Model (UTAUT). From here user's feedbacks on the developed prototype were gathered using Survey questionnaires. Study findings revealed that mobile technology can bridge youth survival entrepreneurship skills knowledge gap in developing countries. Similarly, youth survival skills provider's responses on the developed prototype in terms of system access and usability were positive. Briefly, study findings revealed that personalized Smart mobile learning system architecture bridges pedagogical usability and mobility barriers in youth entrepreneurship skills development E-learning systems implementation in developing countries like Uganda.

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“…However, during the learning process, individuals and organizations get overwhelmed through an information overload caused by news, websites, search engine results, and other online sources [5]. Consequently, digital education platforms should respond by offering individualized learning experiences, which are tailor-made for every user [6]. Individualized learning experiences promise, amongst others, to increase learning outcomes [7], improve learning effectiveness [8], stimulate intrinsic activation, and motivation of learners [6].…”

Section: Introductionmentioning

confidence: 99%

Learn Smarter, Not Harder – Exploring the Development of Learning Analytics Use Cases to Create Tailor-Made Online Learning Experiences

Ritz¹,

Grueneke²

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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Our world is significantly shaped by digitalization, fostering new opportunities for technology-mediated learning. Therefore, massive amounts of knowledge become available online. However, concurrently these formats entail less interaction and guidance from lecturers. Thus, learners need to be supported by intelligent learning tools that provide suitable knowledge in a tailored way. In this context, the use of learning analytics in its multifaceted forms is essential. Existing literature shows a proliferation of learning analytics use cases without a systematic structure. Based on a structured literature review of 42 papers we organized existing literature contributions systematically and derived four use cases: learning dashboards, individualized content, tutoring systems, and adaptable learning process based on personality. Our use cases will serve as a basis for a targeted scientific discourse and are valuable orientation for the development of future learning analytics use cases to give rise to the new form of Learning Experience Platforms.

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Personalized learning: Current status and potential

Cited by 18 publications

References 24 publications

Automatic Formative Assessment in Computer Science: Guidance to Model-Driven Design

Automatic Formative Assessment in Computer Science: Guidance to Model-Driven Design

Addressing Pedagogical Usability and Mobility Barriers in E-learning Systems: A Case of Youth Entrepreneurship Skill Development, Plan International Uganda

Learn Smarter, Not Harder – Exploring the Development of Learning Analytics Use Cases to Create Tailor-Made Online Learning Experiences

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