Posts Tagged ‘personalized learning’
https://www.edsurge.com/news/2022-03-28-can-personalized-learning-be-scaled-to-ease-teacher-burdens-and-close-achievement-gaps
McGraw Hill Plus, a new tool, Focusing first on math and then expanding to ELA and science, its objective is to make personalized learning scalable.
Smith: The modern classroom sits at the intersection of blended learning, competency-based learning and personalized learning.
reimagine instructional time and use technology to scale personalized learning.
First, pulling data into one place is the key fundamental driver that will change the teacher workflow. Second, we need to manipulate that data into some advanced data visualization tools, so it’s easy for teachers to understand and use. Third, we need to be able to visualize student performance and take action on it.
Using these data analytics, we can drive personalized learning based on student performance. And the last thing is the automation of teacher workflow.
eachers get data visualization from different sources, such as an adaptive software solution like our ALEKS program, our Redbird Mathematics, or our recently acquired Achieve3000 Literacy.
A Beginner’s Guide to Flipped Classroom
https://www.schoology.com/blog/flipped-classroom
Our 2018-2019 Global State of Digital Learning research study revealed some interesting insights about instructional approaches. It was taken by 9,279 education professionals from all across the country in various roles and districts.
When we look at instructional approaches most frequently used, the top ones are differentiated instruction (73.5%), blended learning (54.8%), and individualized learning (47.8%). And while flipped learning, personalized learning, and gamification command the most press, they aren’t being practiced as much as one might think. In many ways, this makes a lot of sense. These approaches require more time and resources than many of the others.
https://www.edsurge.com/news/2018-10-18-what-the-samr-model-may-be-missing
Developed by Dr. Ruben Puentedura, the SAMR Model aims to guide teachers in integrating technology into their classrooms. It consists of four steps: Substitution (S), Augmentation (A), Modification (M), and Redefinition (R).
The problem with many personalized learning tools is that they live mostly in realm of Substitution or Augmentation tasks.
It’s in moments like these that we see the SAMR model, while laying an excellent foundation, isn’t enough. When considering which technologies to incorporate into my teaching, I like to consider four key questions, each of which build upon strong foundation that SAMR provides.
1. Does the technology help to minimize complexity?
2. Does the technology help to maximize the individual power and potential of all learners in the room?
use Popplet and iCardSort regularly in my classroom—flexible tools that allow my students to demonstrate their thinking through concept mapping and sorting words and ideas.
3. Will the technology help us to do something previously unimaginable?
4. Will the technology preserve or enhance human connection in the classroom?
Social media is a modern-day breakthrough in human connection and communication. While there are clear consequences to social media culture, there are clear upsides as well. Seesaw, a platform for student-driven digital portfolios, is an excellent example of a tool that enhances human connection.
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more on SAMR and TRACK models in this IMS blog
https://blog.stcloudstate.edu/ims/2018/05/17/transform-education-digital-tools/
more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
https://www.edsurge.com/news/2019-01-23-how-much-artificial-intelligence-should-there-be-in-the-classroom
a two-day conference about artificial intelligence in education organized by a company called Squirrel AI.
he believes that having AI-driven tutors or instructors will help them each get the individual approach they need.
the Chinese government has declared a national goal of surpassing the U.S. in AI technology by the year 2030, so there is almost a Sputnik-like push for the tech going on right now in China.
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more on AI in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=Artificial+Intelligence+and+education
https://www.edsurge.com/news/2016-06-10-humanizing-education-s-algorithms
predictive algorithms to better target students’ individual learning needs.
Personalized learning is a lofty aim, however you define it. To truly meet each student where they are, we would have to know their most intimate details, or discover it through their interactions with our digital tools. We would need to track their moods and preferences, their fears and beliefs…perhaps even their memories.
There’s something unsettling about capturing users’ most intimate details. Any prediction model based off historical records risks typecasting the very people it is intended to serve. Even if models can overcome the threat of discrimination, there is still an ethical question to confront – just how much are we entitled to know about students?
We can accept that tutoring algorithms, for all their processing power, are inherently limited in what they can account for. This means steering clear of mythical representations of what such algorithms can achieve. It may even mean giving up on personalization altogether. The alternative is to pack our algorithms to suffocation at the expense of users’ privacy. This approach does not end well.
There is only one way to resolve this trade-off: loop in the educators.
Algorithms and data must exist to serve educators
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more on algorithms in this IMS blog
blog.stcloudstate.edu/ims?s=algor
Personalized learning gives students a sense of control over chaotic lives
In a high-poverty Colorado school trying to turn itself around, individualized approach brings wide-ranging benefits.
Personalized learning gives students a sense of control over chaotic lives
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more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
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more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
If This Is the End of Average, What Comes Next?
Todd Rose, the director of the Mind, Brain, and Education program at the Harvard Graduate School of Education, has emerged as a central intellectual figure behind the movement. In particular, his 2016 book, “The End of Average,” is seen as an important justification for and guide to the personalization of learning.
what Rose argues against. He holds that our culture is obsessed with measuring and finding averages—averages of human ability and averages of the human body. Sometimes the average is held to be the ideal.
The jaggedness principle means that many of the attributes we care about are multi-faceted, not of a whole. For example, human ability is not one thing, so it doesn’t make sense to talk about someone as “smart” or “dumb.” That’s unidimensional. Someone might be very good with numbers, very bad with words, about average in using space, and gifted in using of visual imagery.
Since the 1930s, psychologists have debated whether intelligence is best characterized as one thing or many.
But most psychologists stopped playing this game in the 1990s. The resolution came through the work of John Carroll, who developed a third model in which abilities form a hierarchy. We can think of abilities as separate, but nested in higher-order abilities. Hence, there is a general, all-purpose intelligence, and it influences other abilities, so they are correlated. But the abilities nested within general intelligence are independent, so the correlations are modest. Thus, Rose’s jaggedness principle is certainly not new to psychology, and it’s incomplete.
The second (Context Principle) of Rose’s principles holds that personality traits don’t exist, and there’s a similar problem with this claim: Rose describes a concept with limited predictive power as having none at all. The most commonly accepted theory holds that personality can be described by variation on five dimensions
Rose’s third principle (pathways principle) suggests that there are multiple ways to reach a goal like walking or reading, and that there is not a fixed set of stages through which each of us passes.
Rose thinks students should earn credentials, not diplomas. In other words, a school would not certify that you’re “educated in computer science” but that you have specific knowledge and skills—that you can program games on handheld devices, for example. He think grades should be replaced by testaments of competency (my note: badges); the school affirms that you’ve mastered the skills and knowledge, period. Finally, Rose argues that students should have more flexibility in choosing their educational pathways.
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more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
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more about personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
The Myers-Briggs Type Indicator is used by firms worldwide to test their employees. In her new book, Merve Emre looks at the system’s curious origins
https://www.theguardian.com/science/2018/sep/15/myers-briggs-not-sure-youre-really-our-type-merve-emre-author-origins-validity-personality-tests
a career counsellor told them to work through an “instrument” – decidedly not a “test” – called the Myers-Briggs Type Indicator. The MBTI is the world’s dominant personality questionnaire: more than 50 million people around the globe are estimated to have taken it. It has been administered since the 1940s (though its origins date to 1917) and now consists of 93 questions to which you answer A or B. At the end, you are assigned one of 16 different types. Many consider this “score” to be meaningless, no more scientifically valid than your star sign. But others – including companies such as Bain, the BBC and many universities – clearly do not.
No one type is better than another. The creators of the MBTI – two American women, Katharine Cook Briggs and her daughter, Isabel Briggs Myers – imagined it as primarily a tool for self-discovery. But that doesn’t mean all types are equal.
Comments under the article:
It is not, as some commenters have suggested, that psychology and psychological testing is “half baked.” It is that everyone is an expert at functional psychology at some level already — one has to be to live in a social world — just not an expert at the science of psychology; and it seems, to the lay-person, that psychological testing tools are pretty obvious and should be usable by anyone.
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more on Myers-Briggs in this IMS blog
https://blog.stcloudstate.edu/ims/2014/04/21/1599/
https://www.personalitypage.com/