Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00068
Juan Carlos Farah, Basile Spaenlehauer, M. Rodríguez-Triana, Sandy Ingram, D. Gillet
Peer code review has proven to be a valuable tool in software engineering. However, integrating code reviews into educational contexts is particularly challenging due to the complexity of both the process and popular code review tools. We propose to address this challenge by designing a code review application (CRA) aimed at teaching the code review process directly within existing online learning platforms. Using the CRA, instructors can scaffold online lessons that introduce the code review process to students through code snippets, following a format resembling computational notebooks. We refer to this online lesson format as the code review notebook format. Through a case study comprising an online lesson on code quality standards completed by 23 university students, we evaluated the usability of the CRA and the code review notebook format, obtaining positive results for both. These results are a first step toward integrating code review notebooks into software engineering education.
{"title":"Toward Code Review Notebooks","authors":"Juan Carlos Farah, Basile Spaenlehauer, M. Rodríguez-Triana, Sandy Ingram, D. Gillet","doi":"10.1109/ICALT55010.2022.00068","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00068","url":null,"abstract":"Peer code review has proven to be a valuable tool in software engineering. However, integrating code reviews into educational contexts is particularly challenging due to the complexity of both the process and popular code review tools. We propose to address this challenge by designing a code review application (CRA) aimed at teaching the code review process directly within existing online learning platforms. Using the CRA, instructors can scaffold online lessons that introduce the code review process to students through code snippets, following a format resembling computational notebooks. We refer to this online lesson format as the code review notebook format. Through a case study comprising an online lesson on code quality standards completed by 23 university students, we evaluated the usability of the CRA and the code review notebook format, obtaining positive results for both. These results are a first step toward integrating code review notebooks into software engineering education.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130520436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00113
Fang Wen, Yiling Hu, X. Gu
As a connection between teachers and students, instructional innovation behaviors can elicit students’ intrinsic motivation, facilitate them to engage in learning actively and deep learning, meanwhile the outcomes of instructional innovation can guide students to develop their capacities. To enhance teachers’ Al instructional creative performance, the study proposed an Al instructional creative performance model based on the organizational ecology and planned behavior theory, then inspected it by path analysis through a self-rating questionnaire survey of 496 K-12 teachers. The results showed that perceived organizational support and Al literacy do not have a direct effect on teachers’ Al instructional creative performance, but they have indirect impacts through the mediation effect of creativity intention and creative self-efficacy on that.
{"title":"Does the Perceived Organizational Support and Al Literacy Affect Teachers’ Al Instructional Creative Performance?","authors":"Fang Wen, Yiling Hu, X. Gu","doi":"10.1109/ICALT55010.2022.00113","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00113","url":null,"abstract":"As a connection between teachers and students, instructional innovation behaviors can elicit students’ intrinsic motivation, facilitate them to engage in learning actively and deep learning, meanwhile the outcomes of instructional innovation can guide students to develop their capacities. To enhance teachers’ Al instructional creative performance, the study proposed an Al instructional creative performance model based on the organizational ecology and planned behavior theory, then inspected it by path analysis through a self-rating questionnaire survey of 496 K-12 teachers. The results showed that perceived organizational support and Al literacy do not have a direct effect on teachers’ Al instructional creative performance, but they have indirect impacts through the mediation effect of creativity intention and creative self-efficacy on that.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124929104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00100
P. Rohith, S. Krishnachandran, S. Deepu, R. R. Bhavani
This paper presents a study for the design and development of a Virtual-Haptics-based pre-training module for a cup lock scaffolding assembly. The study was conducted in the form of an interview among scaffolding experts and novices. The study brings out the shortcomings of existing training methods, the scope for a VR-Haptic-based pre-training module and the expectations and acceptability of such a new system. The skill requirements for scaffolding work are also discussed in this paper. The major hand movements of the user are categorized and motion analysis of the arm joints is taken from recorded scaffolding assembly videos by the use of Mediapipe. The proposed system can help in reframing the conventional training systems and thereby fasten the learning process.
{"title":"A Study on the Development of a VR-Haptics Training Module for Cup-Lock Scaffolding","authors":"P. Rohith, S. Krishnachandran, S. Deepu, R. R. Bhavani","doi":"10.1109/ICALT55010.2022.00100","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00100","url":null,"abstract":"This paper presents a study for the design and development of a Virtual-Haptics-based pre-training module for a cup lock scaffolding assembly. The study was conducted in the form of an interview among scaffolding experts and novices. The study brings out the shortcomings of existing training methods, the scope for a VR-Haptic-based pre-training module and the expectations and acceptability of such a new system. The skill requirements for scaffolding work are also discussed in this paper. The major hand movements of the user are categorized and motion analysis of the arm joints is taken from recorded scaffolding assembly videos by the use of Mediapipe. The proposed system can help in reframing the conventional training systems and thereby fasten the learning process.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128791587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00114
Yang Fan, Tzung-Jin Lin
The purpose of this study was to explore the antecedents (social anxiety and collective efficacy) and consequences (learning disengagement) of phone snubbing behaviors (phubbing and being phubbed) in collaborative learning. A total of 100 Taiwanese university students participated in this study. We employed partial least squares structural equation modeling (PLS-SEM) to evaluate the hypothesized model. The main results indicate that, first, university students’ collective efficacy was a negative predictor of phubbing, and phubbing behavior was a significant factor in positively predicting all the dimensions, including behavioral, emotional, social, and cognitive disengagement. Second, social anxiety was a positive predictor of phubbed behavior. Yet, phubbed behavior could only positively predict emotional disengagement and social disengagement. This research may offer insights into the causes of students’ phubbing, being phubbed, and the impacts of those situations on their learning engagement in a collaborative learning environment.
{"title":"Exploring the antecedents and consequences of phone snubbing behaviors in collaborative learning","authors":"Yang Fan, Tzung-Jin Lin","doi":"10.1109/ICALT55010.2022.00114","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00114","url":null,"abstract":"The purpose of this study was to explore the antecedents (social anxiety and collective efficacy) and consequences (learning disengagement) of phone snubbing behaviors (phubbing and being phubbed) in collaborative learning. A total of 100 Taiwanese university students participated in this study. We employed partial least squares structural equation modeling (PLS-SEM) to evaluate the hypothesized model. The main results indicate that, first, university students’ collective efficacy was a negative predictor of phubbing, and phubbing behavior was a significant factor in positively predicting all the dimensions, including behavioral, emotional, social, and cognitive disengagement. Second, social anxiety was a positive predictor of phubbed behavior. Yet, phubbed behavior could only positively predict emotional disengagement and social disengagement. This research may offer insights into the causes of students’ phubbing, being phubbed, and the impacts of those situations on their learning engagement in a collaborative learning environment.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129941868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00126
Miriela M. Cárdenas, I. Álvarez
This paper addresses a real need for an interactive tool to gather evidence on relevant emotions involved in classroom conflict management while providing learners with an experiential opportunity, feedback, and feedforward to improve classroom management and communicative skills. Hence, the classroom conflict transformation occurs into a learning opportunity. This research plan proposes implementing an experiential and experimental initial training program to train preservice teachers as a module to complement the Secondary School Teaching, Vocational Training, and Language Teaching master’s Degree’s current curriculum. Virtual Reality Learning Environment (VRLE) allows users to embody learning experiences to produce intense and real emotional sensations. At the same time, a VRLE recreates a real Secondary School classroom gathered from school disciplinary reports and preservice teachers’ observations during their field practicum. Exposure to these VRLE scenarios will allow instant learners’ feedback and feedforward, so they start noticing the most crucial aspects of the classroom environment: immediacy, simultaneity, and unpredictability. Finally, it discusses the research question, the proposed methodology, solutions, and contributions to initial teacher training to enhance preservice teacher’s communicative competences
{"title":"Immersive Virtual Reality Environments: a proposal to enhance preservice teacher’s communicative competences","authors":"Miriela M. Cárdenas, I. Álvarez","doi":"10.1109/ICALT55010.2022.00126","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00126","url":null,"abstract":"This paper addresses a real need for an interactive tool to gather evidence on relevant emotions involved in classroom conflict management while providing learners with an experiential opportunity, feedback, and feedforward to improve classroom management and communicative skills. Hence, the classroom conflict transformation occurs into a learning opportunity. This research plan proposes implementing an experiential and experimental initial training program to train preservice teachers as a module to complement the Secondary School Teaching, Vocational Training, and Language Teaching master’s Degree’s current curriculum. Virtual Reality Learning Environment (VRLE) allows users to embody learning experiences to produce intense and real emotional sensations. At the same time, a VRLE recreates a real Secondary School classroom gathered from school disciplinary reports and preservice teachers’ observations during their field practicum. Exposure to these VRLE scenarios will allow instant learners’ feedback and feedforward, so they start noticing the most crucial aspects of the classroom environment: immediacy, simultaneity, and unpredictability. Finally, it discusses the research question, the proposed methodology, solutions, and contributions to initial teacher training to enhance preservice teacher’s communicative competences","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117238861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00129
Judit Sass, Lídia Vinczéné Fekete
Video presentations are indispensable in online and blended learning, but both their compilation and reception prove to be challenging. A recent review of the literature on the topic revealed that in the last 15 years, boredom has been the most frequently studied emotional state during learning [1]. The current study aims to give insight into the student emotions occurring during online learning. Some factors and tools applied in video presentations that can hinder or catch students’ interest are also mentioned. These factors are identified partly based on literature findings and partly relying on the results of a preliminary study, investigating relationships between student emotions and teacher communication applied in video presentations. A low sample size (N=10) study analysed data gained from automated facial expression analysis, self-report questionnaires, and semi-structured retrospective interviews. The study found close correlation between students’ “surprised” and “happy” states may suggest that “surprise” is one of the emotional states that can improve student interest in the context of video presentations. A strong relationship between some of the emotions identified by automated facial expression analysis and self-reports confirms that in addition to self-reports, the former method can be also effectively applied in the learning context. The findings of the preliminary research may be considered as hypotheses for further investigation though the methods for further data collection and analysis need be refined based on the lessons learnt.
{"title":"Secrets revealed by boredom: Detecting and tackling barriers to student engagement","authors":"Judit Sass, Lídia Vinczéné Fekete","doi":"10.1109/ICALT55010.2022.00129","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00129","url":null,"abstract":"Video presentations are indispensable in online and blended learning, but both their compilation and reception prove to be challenging. A recent review of the literature on the topic revealed that in the last 15 years, boredom has been the most frequently studied emotional state during learning [1]. The current study aims to give insight into the student emotions occurring during online learning. Some factors and tools applied in video presentations that can hinder or catch students’ interest are also mentioned. These factors are identified partly based on literature findings and partly relying on the results of a preliminary study, investigating relationships between student emotions and teacher communication applied in video presentations. A low sample size (N=10) study analysed data gained from automated facial expression analysis, self-report questionnaires, and semi-structured retrospective interviews. The study found close correlation between students’ “surprised” and “happy” states may suggest that “surprise” is one of the emotional states that can improve student interest in the context of video presentations. A strong relationship between some of the emotions identified by automated facial expression analysis and self-reports confirms that in addition to self-reports, the former method can be also effectively applied in the learning context. The findings of the preliminary research may be considered as hypotheses for further investigation though the methods for further data collection and analysis need be refined based on the lessons learnt.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117133554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00073
Fu-Yun Yu, Jhih-Yu Shiu
The student-generated questions (SGQs) approach has received increasing attention over recent decades, and empirical evidence has generally substantiated its positive learning effects. Despite this, existing evidence mostly comes from studies engaging students to generate questions based on a given text. In consideration that different structures and information specifications are revealed when materials are presented in graphical and textual forms, and literature has generally supported multimedia learning effects, the effects of online SGQs based on different media formats were examined. Specifically, the comparative effects of text-based, picture-based, text/picture-based for online SGQs activities on English academic achievement and SGQ task performance were investigated via a quasi-experimental research design. Six classes of sixth-graders (n = 138) participated in the online SGQs activity for eight weeks. The analysis of the covariance technique conducted on the data collected found nonsignificant differences among the three different treatment conditions in both learning outcomes. Explanations were rendered to shed light on the unexpected findings.
{"title":"Effects of online student-generated questions based on different media formats on elementary school student English vocabulary learning","authors":"Fu-Yun Yu, Jhih-Yu Shiu","doi":"10.1109/ICALT55010.2022.00073","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00073","url":null,"abstract":"The student-generated questions (SGQs) approach has received increasing attention over recent decades, and empirical evidence has generally substantiated its positive learning effects. Despite this, existing evidence mostly comes from studies engaging students to generate questions based on a given text. In consideration that different structures and information specifications are revealed when materials are presented in graphical and textual forms, and literature has generally supported multimedia learning effects, the effects of online SGQs based on different media formats were examined. Specifically, the comparative effects of text-based, picture-based, text/picture-based for online SGQs activities on English academic achievement and SGQ task performance were investigated via a quasi-experimental research design. Six classes of sixth-graders (n = 138) participated in the online SGQs activity for eight weeks. The analysis of the covariance technique conducted on the data collected found nonsignificant differences among the three different treatment conditions in both learning outcomes. Explanations were rendered to shed light on the unexpected findings.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132657651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00045
André Helgert, Anil Canbulat, Andreas Lingnau, Carolin Straßmann
Studying in social isolation is a reality for many students that was further reinforced after the start of the COVID-19 pandemic. Research shows that isolation can lead to decreased learning efficiency and is intensified by the increased asynchronous online teaching during the pandemic. This change is not only challenging for students, but also for teachers, as students do not have a direct communication and feedback channel when learning content is presented in form of pre-recorded videos in a learning management system. In this paper, we present VGather2Learn Analytics, which is an extension to the already existing collaborative learning system VGather2Learn, which makes it possible for teachers to analyse the learning behavior of students in asynchronous video-teaching. The information presented in a dashboard will allow teachers to better understand how students interact while watching learning videos collaboratively and can improve online-teaching.
{"title":"A Framework for Analyzing Interactions in a Video-based Collaborative Learning Environment","authors":"André Helgert, Anil Canbulat, Andreas Lingnau, Carolin Straßmann","doi":"10.1109/ICALT55010.2022.00045","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00045","url":null,"abstract":"Studying in social isolation is a reality for many students that was further reinforced after the start of the COVID-19 pandemic. Research shows that isolation can lead to decreased learning efficiency and is intensified by the increased asynchronous online teaching during the pandemic. This change is not only challenging for students, but also for teachers, as students do not have a direct communication and feedback channel when learning content is presented in form of pre-recorded videos in a learning management system. In this paper, we present VGather2Learn Analytics, which is an extension to the already existing collaborative learning system VGather2Learn, which makes it possible for teachers to analyse the learning behavior of students in asynchronous video-teaching. The information presented in a dashboard will allow teachers to better understand how students interact while watching learning videos collaboratively and can improve online-teaching.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"1987 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130784077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00041
P. Beça, Mónica Aresta
Creating engaging opportunities for young people to know more about nature can act as a trigger for environmental awareness and internalization of the importance of preserving nature and the balance of ecosystems. As recent work in the field of educational research establishes a relationship between students’ involvement in the creation of games and an increase in the interest about the addressed themes, this paper introduces the Gamers4Nature+ project - an Erasmus+ project that aims to raise young student’s awareness on the importance of environmental and biodiversity preservation through the creation of digital games. The project articulates in three axes: teacher training, students’ involvement, and dissemination by students. 12 upper-secondary teachers and more than 120 students from four different countries were involved in the game-creation activities. Results indicate that the Gamers4Nature+ project’s approach can support the different educational stakeholders to develop digital games addressing environmental and sustainable issues, thus leading to a greater awareness of the importance of protecting nature and the environment
{"title":"From Players to Game Creators: Promoting Environmental and Sustainable Education through game-creation activities","authors":"P. Beça, Mónica Aresta","doi":"10.1109/ICALT55010.2022.00041","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00041","url":null,"abstract":"Creating engaging opportunities for young people to know more about nature can act as a trigger for environmental awareness and internalization of the importance of preserving nature and the balance of ecosystems. As recent work in the field of educational research establishes a relationship between students’ involvement in the creation of games and an increase in the interest about the addressed themes, this paper introduces the Gamers4Nature+ project - an Erasmus+ project that aims to raise young student’s awareness on the importance of environmental and biodiversity preservation through the creation of digital games. The project articulates in three axes: teacher training, students’ involvement, and dissemination by students. 12 upper-secondary teachers and more than 120 students from four different countries were involved in the game-creation activities. Results indicate that the Gamers4Nature+ project’s approach can support the different educational stakeholders to develop digital games addressing environmental and sustainable issues, thus leading to a greater awareness of the importance of protecting nature and the environment","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"43 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131658292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00030
Eleni Zalavra, Kyparíssia Papanikolaou, Y. Dimitriadis, C. Sgouropoulou
The vision of a Personalised Learning (PL) experience in education is a long-standing notion advocated by educators. Research literature accounts for several pedagogical and technological approaches to tailor learning to learners’ variability. This paper aims to contribute to PL and Learning Design (LD) research by conceptualising CPELDS (Coherent PErsonalised Learning DeSign) as a framework outlining consistent PL design principles. CPELDS blends learner profiles addressing the dimensions of interests, strengths and needs with personalisation principles. Considering evidence about the effectiveness of Universal Design for Learning in empirical studies in special education, we transform and augment its guidelines into personalisation principles of CPELDS to address broader learners’ variability. The personalisation principles employed involve (i) fostering learner’s engagement, (ii) providing alternative information perception and comprehension modes, including differentiation, and (iii) supporting alternative means for learners’ action and expression to demonstrate acquired knowledge and skills. We anticipate the conceptualisation of CPELDS to stimulate the representational form of an LD tool towards supporting educators as designers of PL.
{"title":"Personalising learning: towards a coherent learning design framework","authors":"Eleni Zalavra, Kyparíssia Papanikolaou, Y. Dimitriadis, C. Sgouropoulou","doi":"10.1109/ICALT55010.2022.00030","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00030","url":null,"abstract":"The vision of a Personalised Learning (PL) experience in education is a long-standing notion advocated by educators. Research literature accounts for several pedagogical and technological approaches to tailor learning to learners’ variability. This paper aims to contribute to PL and Learning Design (LD) research by conceptualising CPELDS (Coherent PErsonalised Learning DeSign) as a framework outlining consistent PL design principles. CPELDS blends learner profiles addressing the dimensions of interests, strengths and needs with personalisation principles. Considering evidence about the effectiveness of Universal Design for Learning in empirical studies in special education, we transform and augment its guidelines into personalisation principles of CPELDS to address broader learners’ variability. The personalisation principles employed involve (i) fostering learner’s engagement, (ii) providing alternative information perception and comprehension modes, including differentiation, and (iii) supporting alternative means for learners’ action and expression to demonstrate acquired knowledge and skills. We anticipate the conceptualisation of CPELDS to stimulate the representational form of an LD tool towards supporting educators as designers of PL.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125374632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：