Due to the development of ICT, adaptive learning, which takes into account individual learners’ needs, is changing. Learners’ learning styles are one of the most significant characteristics. They can be categorized according to a number of criteria which are based on cognitive and emotional components of personality. Their combination leads to the countless individual variants of real learning methods which – to a certain degree – can be influenced by the current e-learning resources. When the e-learning resources can react to the learners’ input characteristics or their learning results, they become adaptive e-learning systems (AES) or intelligent AES.
If these systems are used for evaluating learning outputs, they become adaptive assessment
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Intelligent adaptive learning is defined as digital learning that immerses students in modular learning environments where every decision a student makes is captured, considered in the context of the sound learning theory, and then used to guide the student’s learning experiences, to adjust the student’s path and pace within and between lessons, and to provide formative and summative data to the student’s teacher. This type of learning tailors instruction to each student’s unique needs, current understandings, and interests, while ensuring that all responses subscribe to sound pedagogy. The IAL System are designed a) To serve as a personal tutor to the student b) Adapt the sequencing of the curriculum and associated learning experiences c) Individualize the pace of learning d) Regulate cognitive load for the student e) Engage students in learning through gaming (Dreambox, 2011). The adaptive program Dreambox which is being developed in the U.S.A. and Great Britain is showing promising results (WWC Intervention Report, 2013, Harvard university, 2016). According to the latest NMC Horizon Report (2016), “Learning Analytics and Adaptive Learning” should become a development trend in the area of the implementation of educational technologies at universities within a
Who would have ever thought taking a college course would require one to learn how to learn? It is a good concept we normally undergo at a very young age. At the pre-school age one will find children learning their strength and weakness through their playtime. As adults we almost forget we have to learn how to learn to continue growth in our workplace, school, and in life. In our second week of online classes I learned strengths and weakness in my learning style with the aid of learning assessments, personality spectrums, and time management logs. In this paper, I intend to describe the various components of my learning style and outline a plan to improve my time management and study skills.
For several years, I have been curious about the role of cognition in human learning, namely: how we learn, unlearn and relearn. How can new technologies can be applied to improve learning? I believe knowing how to learn, unlearn and relearn, especially in collaborative teams, equips us with the ability to know how to apply knowledge and skills to address problems of the 21st century. My goal is to work with the best people possible in order to conduct research and develop technology solutions that help people achieve their full learning potential. The inspiration drawn from Dr. Saxberg’s achievements, along with my experience in academic research, learning sciences and technology design, and recommendations from a group of accomplished faculty at the University of Washington, have convinced me the ideal path to take is to pursue a PhD in PSE / LSTD at Stanford University. This is [a, the] critical next step towards achieving my aspiration.
A quasi-experimental method will be used to test the theory m-Learning Applications. The study is based on test scores and surveys on a 50 question multiple choice exam and a fill in the blank marking document. The test results would be compared in each of the groups and a Likert style survey would be given to get information about how the students thought they did and what they could have done better. The Likert style survey is preferred because it allows the answers to be easily converted to a numerical scale of 1 to 5 where 1 is strongly agree and 5 is strongly disagree or vice versa depending on how the survey is
In order to understand the functional relationship between learning and memory we have to first define what both learning and memory are. Learning can be described as “the acquisition of knowledge or skills through experience, practice, or study, or by being taught” (Merriam-Webster, 2014). “Memory is the means by which we draw on our past experiences in order to use this information in the present” (Sternberg, 1999). Base on this definitions one can conclude memory is essential part of our lives. Without any memory of the past, we would not be able to operate in the present or reminisce about the future. We would not be able to remember what we did a few days ago, what we have accomplished today, or what we intend to do tomorrow. Without memory our ability to learn would not exist. Learning and Memory are linked to our cognitive abilities as well as that of animals. An example that can be used to show the relationship between learning and memory is the study of how a rat behaves in a maze. As we all know rats have been used in experimental mazes since at least the early 20th century. Hundreds if not thousands of studies have looked at how rats run different types of mazes, from T-maze, to radial arm mazes, and to water mazes. These maze studies help scientist study spatial learning and memory in rats. Maze studies helped us uncover general principles about learning that can be applied to several species, including mankind. In today’s modern societies, mazes tend to be used to determine whether different treatments affect learning and memory in rats. According to Kolata al, 2005 case study the tasks that comprise the learning battery were specifically chosen so that each one placed specific sensory, motor, motivational, and info...
Observational learning is a type of learning that is done by observing the actions of others. It describes the process of learning by watching others, retaining what was learned, and
Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.
Time-out from positive reinforcement is one of the most widely used interventions employed to discipline problem behaviours in children; however it can be beneficial in a variety of areas (Everett, 2010). The purpose of this paper is to review a variety of literature on time-out from positive reinforcement; including what it is, when it is appropriate to use it, effectiveness factors and ethical issues.
...ust take place. First, informal assessments must occur to understand the learning level of students and skill areas needing to improve. Using interest surveys help in planning for activities to keep students engaged in the learning process. Next, assignments must match the student’s learning and instructional level. In addition, incorporating flexible grouping by learning styles, interests, and intelligences affords the learner a better chance of success. Finally, differentiated instruction is slowly leaning towards personal learning where students choose their own paths through the curriculum reported Richardson (2012b). In my opinion, this will be the future of education, as classrooms of this nature will cultivate self-paced, self-interested, and self-motivated students who fully take on the responsibility of their education, while doing so alongside the teacher.
Vaughan, Norman. "Perspectives on Blended Learning in Higher Education." International Journal on ELearning 6.1 (2007): 81-94. ProQuest Research Library. Web. 25 Apr. 2012
The ideal of interactive, highly-engaging training and education is ancient. A Chinese proverb says: "Tell me, and I'll forget. Show me, and I may remember. Involve me, and I'll understand." However, the gap continues to grow between antiquated, passive training methods and a workforce that lives an ever more interactive, multimedia, user-controlled lifestyle. With game-based learning tools to bridge that gap comes the promise of vastly more productive and engaged students and workers—ones who embrace learning.
There are seven learning styles and techniques. The first kind of learner is a visual learner also known as a spatial, this is when someone prefers using pictures and images to understand a topic. The aural learner also known as the auditory-musical person, is a person who prefers using music or sound. There is the verbal learner or the linguistic person who prefers using words, both in speech and writing. Next is the physical learner also known as the kinesthetic learner, the preference of this learner would be using the body, hands, and sense of touch to learn. Following that would be the logical thinker or the mathematical person, who prefers using logic, reasoning and systems to learn. The social learner also known as the interpersonal learner is someone who prefers to learn in groups and with other people. This type of learning style can be great for student in the traditional classroom setting. Last there is the solitary learner or the intrapersonal person. This is someone who prefers to work alone and use self-study methods. This type of learner would best be fit in the online classroom setting. Knowing what type of learner, you are can be important in helping to improve the speed and quality of learning. It can help avoid putting a student in an awkward position. Learning styles can have a great impact on students just as much as the
How will you climb the mountain to higher learning? Will you stay organized through the use of an agenda? Or maybe your mobile phone? “Sixteen percent of teens keep track of their goals using their mobile phone while 48 percent use a notebook, planner, or journal” (Statistics). Down to the most insignificant details such as keeping an agenda, having a personalized learning experience is crucial to obtaining a fruitful education experience. Learn how to implement educational methods specific to you by simply redesigning the rules, supporting your teacher, and learning about yourself.
This report aims at exploring the conception of self-managed learning in the background of a higher education as well as the various benefits it yields to higher education students. The report has incorporated relevant and reliable investigation with the aim of creating a comprehensive image of the various aspects of self-managed learning and its benefits to higher education students. Whereas the various benefits of self-managed learning to higher education students have been acknowledged, the manner in which they can be affectively acquired are poorly understood.
Learning is commonly defined as the process of acquiring new, or modifying existing, knowledge through experiences. To me, learning is an ongoing process that continues throughout our lives. When referring to Robert E. Slavin ‘s book, Educational Psychology: Theory and Practice, he mentioned how people are already engaged in a learning environment where they receive stimuli everywhere they go, but they are only aware of some of the stimuli (p.129). By referring to Slavin’s book, what real learning is to me is when an individual actually notice those stimuli, learned particular information and skills from those stimuli, and being able to apply the things they learn to their daily life. Furthermore, when referring to the Operant Conditioning theory by B.F. Skinner, which is mentioned in Slavin’s book, real learning is also when an individual had a change in knowledge and behavior that is caused by experience or consequences, no matter if it is a positive or negative consequence.
Today’s generation of children and young adults grew up with technology access easily available to them. They carry cell phones that allow instant communication with their friends and instant access to the internet. Research to them means, pulling up an internet browser, typing in a subject and being presented with thousands of choices from which they can choose. Traditional teacher led instruction does not promote the interactive type of learning that technology has allowed students to use. Today’s teacher must learn to include a more interactive style of teaching that the technologically savvy student is wired to understand and enjoy. Interactive based learning engages student’s interests, improves student comprehension, and increases student achievement. Using the range of techniques offered by interactive based learning, it will drastically change the overall student performance.