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Designing a Person-Centered Learning Support System
Abstract
In this work we present the early design steps of a system for supporting person-centered learning (PCL), focusing on the process of transforming PCL principles into system specifications. Although person centered learning has gained significant attention in higher education, it is not clear how the instructor can be efficiently supported to manage the additional workload emerging from the effort to promote PCL and address individual studentspsila learning traits and preferences. To cope with this issue we argue that specific technology systems can be built for supporting students and instructors in implementing various PCL-related tasks. In our approach we develop a pedagogical model based on common PCL principles, which will be supported by a Web-based system and will be used to help students and teachers in tasks like: identifying learning and teaching preferences, increasing their meta cognitive awareness, defining homogeneous or heterogeneous workgroups and negotiating their preferences.
... For example, Kovshar et al. [8], Pavlyk and Lysohor [9], Khyzhniak et al. [10] and others have focused their works on improving the system of training future primary school teachers. The role of person-centered learning as a key condition for developing professional competencies was emphasized by Bennetts [11], Clouston and Whitcombe [12], Denham et al. [13], Derntl and Motschnig-Pitrik [14], Dolezal et al. [15,16], Harri-Augstein and Thomas [17], Haselberger and Motschnig [18,19], Korhonen et al. [20], Kyprianidou et al. [21], McGraw et al. [22], Miller [23], Motschnig-Pitrik and Standl [24], Motschnig-Pitrik [25,26,27], Motschnig-Pitrik and Rohlíková [28], Motschnig-Pitrik and Derntl [29], Motschnig-Pitrik et al. [30,31], Motschnig-Pitrik and Figl [32], Peetsma and van der Veen [33], Rowley and Lester [34], Vitsenets [35], Xu and Woodruff [36]. ...
The paper explores the challenges and opportunities of developing professional competence of primary school teachers in teaching foreign languages according to the New Ukrainian School concept. The paper analyzes and describes various Internet resources that can facilitate and enhance foreign language learning outcomes in primary school. The paper argues that Internet resources can help modernize foreign language education in primary school and align it with the New Ukrainian School concept. The paper also discusses the importance of training primary school teachers in the methods of organizing distance learning, which is a priority for higher education institutions in the context of continuous education.
... Although attempts at developing personalized learning systems have worked in the past e.g. Kyprianidou et al., [3], it is still challenging to create such an environment within the context of higher education. The Graduate Virtual Research Environment (GVRE) represents a major step towards the development of an idealized solution to support and guide postgraduate students in their development as researchers. ...
... Although attempts at developing personalized learning systems have worked in the past e.g. Kyprianidou et al., [4], it is still challenging to create such an environment within the context of higher education. The Graduate Virtual Research Environment (GVRE) represents a major step towards the development of an idealized solution to support and guide postgraduate students in their development as researchers. ...
In this paper, we evaluate a personalized e-learning environment, tailored for research students. The Graduate Virtual Research Environment (GVRE) was developed as a way of providing a blended learning experience for the development of research and employability skills, and it is informed by the Researcher Development Framework. The e-model used within the GVRE enables rich media to be applied to learning activities, as part of the learning and teaching strategy for research students studying for their Postgraduate Certificate in Research Training at the University of Hull, alongside their research degree. Our analysis suggests that there were two factors that influenced the way project participants carried out their learning activities: 1) utilizing the GVRE resources to sustain and enhance their postgraduate journey, and 2) relating appropriate resources to research and employability skills development.
This paper offers a case study in which a traditional Learning Management System (LMS) was enhanced through learning theories and web-based technologies to support the development of doctoral students. The model being used here, can address and support a personalised learning approach to assist postgraduate students, as part of matching their skills with a repository of rich media and activities. The mixed method research approach adopted here aided into the investigation into the Graduate Virtual Research Environment (GVRE) while analysing factors like usability, accessibility, goal orientation and evolving the learners' needs. The author argues by tailoring the gap between learning theories and technology with the complexities of human nature one can adapt the educational setting to provide a LMS which can be personalized for doctoral students.
Through a qualitative study of a cohort of 15 STEM majors in a scholarship program using reflective essays and interviews, we examined the significant experiences that helped students decide to remain in a STEM major. We identified that students enter with deficiencies in knowledge of 1) the expectations of a research based science career, 2) the breadth of science careers, and 3) the path necessary to reach a career. We utilized a number of interventions to engage students with practicing scientists and saw students 1) identify/solidify a potential career path, 2) accept the uncertainty of a career path, and 3) develop and better understand how they can fit into the science community. We provide recommendations for minor steps to improve the early undergraduate student experiences to overcome some of these major challenges.
The introduction of a blended learning approach facilitates the development of transferable, employability, and research related skills within higher education. Research students engage in a variety of learning communities including membership of research teams based on their department or faculty, wider communities based around the Graduate School or Research Skills Training, and also communities beyond their university such as student research networks and discipline based global networks. By matching their skills to the Researcher Development Framework, through the Postgraduate Training Scheme, we can facilitate the development of transferable, employability, and research related skills.
The Student-Centred Approach builds upon the theory that students who are given the freedom to explore areas based on their personal interests, and who are accompanied in their learning by a supportive, understanding facilitator not only achieve superior academic results but also grow personally and socially. However, pure Student-Centred teaching is more demanding in terms of time as well as learning material. The basic idea underlying our approach is to combine Carl Rogers' Student-Centred Teaching with the use of the Internet. The case study shows that this combination has the potential of reducing the increased efforts in the longer run, while fully retaining its benefits, most prominently deeper learning processes and a higher degree of flexibility, self-confidence, and social skills.
The age is here of distance learning and new forms of e-learning. The rate at which a variety of institutions are entering the distance learning arena is increasing rapidly. In spite of the increased popularity and presence of online learning opportunities, however, many researchers and practitioners are decrying the lack of a research- validated framework to guide their design. Other researchers and practitioners point out that what works in effective traditional learning environments may or may not work in online environments. These concerns are addressed in this article through a review of relevant research and the presentation of a learner-centered framework. This framework is based on the American Psychological Association's (1997) research-validated Learner-Centered Psychological Principles, developed from over
The idea of a personal style in learning has grown during the past decade to dominate teacher discourse in the UK. The theory supporting this idea is work in understanding cognitive and learning style. A recent review of learning styles for the Learning and Skills Development Agency in the UK has been widely publicised and is deeply critical of the validity or utility of learning styles as an idea or theory for education (Coffield, Moseley, Hall and Ecclestone, 2004a, b). This article is a response to this review and proposes a model of learning performance aimed at contributing to an understanding of personalised education, differential pedagogy and learning differences in the classroom. This approach to learning styles is presented as part of a continuing development of an inclusive provision grounded in assessment for learning.
The Principles of Adult Learning Scale (PALS) was developed and validated for measuring congruency between adult education practitioners' actual observable classroom behavior and their expressed belief in the collaborative teaching-learning mode. This model is a learner-centered instruction method in which learner and practitioner share authority for curriculum formation. A modified Likert scale is used to record responses to items which are based on the body of theory and knowledge advanced in the literature. Field research aimed to establish validity and reliability of PALS items involved the test-retest method, assessment of construct validity by a jury of adult education professors, content validity testing in public school programs, and confirmation of criterion validity by identifying the initiating and responsive actions in the items in PALS and then by comparing scores in PALS to scores on the Flanders Interaction Analysis Categories. Variables of social desirability and item interpretation congruency were also examined. PALS has potential empirical and field use. It could serve as a measurement device to segregate experimental and control groups in research studies on learning efficiency in specific teaching-learning modes. Practitioners could find uses for PALS since it consolidates many learning principles advocated in the literature. (PALS and scoring information are appended.) (CP)
A teaching elixir or best-fit pedagogy? Do learning styles matter?
- Rayner
- Steve
Rayner, Steve, " A teaching elixir or best-fit pedagogy? Do learning styles matter? " Support for Learning. Vol. 22 No 1, February 2007, pp. 24-30
Principles of adult learning scale", Paper presented at the Adult Education Research Conference
- G J Conti