Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/59900
Type of publication: Straipsnis konferencijos medžiagoje kitose duomenų bazėse / Article in conference proceedings in other databases (P1c)
Field of Science: Edukologija / Education (S007)
Author(s): Kaminskienė, Lina;Daukšienė, Estela;Khetsuriani, Nano
Title: Learning personalisation at the tertiary level using ICT
Is part of: ICERI 2018: 11th annual international conference of education, research and innovation, November 12th-14th, 2018, Seville, Spain: proceedings / edited by L. Gómez Chova, A. López Martínez, I. Candel Torres. Madrid : IATED academy, 2018
Extent: p. 10136-10143
Date: 2018
Series/Report no.: (ICERI proceedings, 2340-1095)
Keywords: Learning personalisation;ICT;Learning style
ISBN: 9788409059485
Abstract: The paper discusses approaches of learning personalisation using ICT at the university level. The pilot study was implemented during August 2017- February 2018. In total 34 students participated in the pilot. 9 learning scenarios were developed based on such criteria as prior learning of the subject and learning style. Applying different criteria allows reaching a different level of personalization. Scientific literature distinguishes several groups of criteria: prior learning, age, motivation, learning style, etc. One of the most commonly used criteria is related to prior learning. It is important that the learning scenario is designed in such a way so that it is flexible enough for learners with different levels of knovvledge. The other criteria are related to the motivation of learners, because their expectations of the course influence its design. Personalisation can be more successful while encouraging internal motivation by creating a space for discoveries, giving challenges that require creative solutions. The pilot of learning personalisation was implemented using the Moodle platform. The pilot revealed that vvhile designing learning scenarios, teachers should take into consideration learners' preferences for learning content and its format. Regular feedback on the content and its format from learners is needed to evaluate if personalisation is successful. The last but not the least is the criteria related to learning style. Even though there are varieties of typologies of learning styles, there are no enough evidences that personalisation based only on learning styles allovvs achieving higher progress in learning
Internet: https://hdl.handle.net/20.500.12259/59900
Affiliation(s): Edukologijos institutas
Socialinių mokslų fakultetas
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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