The COVID-19 pandemic acted as a catalyst, accelerating the transition to e-learning worldwide. Educators and students swiftly transitioned to online teaching and learning platforms as educational institutions closed their doors to curb the spread of the virus. A key trend in Education 4.0 is personalized learning, ensuring that the pace, content, and delivery methods are adapted to maximize individual growth and achievement, thereby increasing the effectiveness of student-centered learning environments. Personalization at scale is only possible through technology. Intelligent e-learning systems enable personalized learning by dynamically tracking and managing the learning needs of all students. These systems provide a platform that delivers a wide range of engaging learning content, resources, and opportunities, accessible anytime, anywhere, far beyond the confines of a traditional classroom. However, in parallel with technology, teachers and their role in the learning design process play an essential role in effective personalization. In this article, we therefore present the model we have developed for online course design that seeks to converge two models (that of adaptive learning platforms and that of competency-based learning). The model fits into the design phase of a classic ADDIE educational design cycle and proposes a strategy for the macro-design of the course. This model also aims to standardize the metadata available for learning units, making finding and sharing learning materials easier. This uniformity is crucial for applying comparison algorithms to personalize the learning experience for students. The model is currently undergoing testing and validation.
Student-centered personalization of individual education through Reusable and Autonomous Learning units - the SPIRAL model
Francesco Floris;Marina Marchisio Conte;Sergio Rabellino
2024-01-01
Abstract
The COVID-19 pandemic acted as a catalyst, accelerating the transition to e-learning worldwide. Educators and students swiftly transitioned to online teaching and learning platforms as educational institutions closed their doors to curb the spread of the virus. A key trend in Education 4.0 is personalized learning, ensuring that the pace, content, and delivery methods are adapted to maximize individual growth and achievement, thereby increasing the effectiveness of student-centered learning environments. Personalization at scale is only possible through technology. Intelligent e-learning systems enable personalized learning by dynamically tracking and managing the learning needs of all students. These systems provide a platform that delivers a wide range of engaging learning content, resources, and opportunities, accessible anytime, anywhere, far beyond the confines of a traditional classroom. However, in parallel with technology, teachers and their role in the learning design process play an essential role in effective personalization. In this article, we therefore present the model we have developed for online course design that seeks to converge two models (that of adaptive learning platforms and that of competency-based learning). The model fits into the design phase of a classic ADDIE educational design cycle and proposes a strategy for the macro-design of the course. This model also aims to standardize the metadata available for learning units, making finding and sharing learning materials easier. This uniformity is crucial for applying comparison algorithms to personalize the learning experience for students. The model is currently undergoing testing and validation.File | Dimensione | Formato | |
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Design model for online courses-SPIRAL Model-VF.pdf
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