Relevant bibliographies by topics / Personalized Learning Environments

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Personalized Learning Environments'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Personalized Learning Environments"

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Marinagi, Catherine, and Christos Skourlas. "Blended Learning in Personalized Assistive Learning Environments." International Journal of Mobile and Blended Learning 5, no. 2 (2013): 39–59. http://dx.doi.org/10.4018/jmbl.2013040103.

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In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to learn and communicate. The described blended learning experiment integrates face-to-face, synchronous, and asynchronous e-learning, bilingual teaching (oral language and Sign Language) in the mainstream class, teaching in parallel classes, and personalized access to distributed databases of educational material. At the core of PELE, the authors use Multimedu, a web-based tailored made tool for disabled students. This experimental tool includes applications of a traditional Learning Management System (LMS), supporting a multilingual dictionary of terms, multimedia management and social networking. Finally, this paper describes the use of the blended e-learning model in “Database I” course, given at the Technological Educational Institute of Athens, Greece.
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Bishop, Penny A., John M. Downes, Steven Netcoh, et al. "Teacher Roles in Personalized Learning Environments." Elementary School Journal 121, no. 2 (2020): 311–36. http://dx.doi.org/10.1086/711079.

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Organero, M. M., C. D. Kloos, and P. M. Merino. "Personalized Service-Oriented E-Learning Environments." IEEE Internet Computing 14, no. 2 (2010): 62–67. http://dx.doi.org/10.1109/mic.2009.121.

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Cascante, Lucila Pérez, Manuel Cebrián, Manuela Raposo, and Brenda Barrio. "Teachers' attitudes toward Personalized Learning Environments." AtoZ: novas práticas em informação e conhecimento 10, no. 2 (2021): 97. http://dx.doi.org/10.5380/atoz.v10i2.78774.

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Introdução: A atitude dos professores em relação aos recursos digitais é um indicador confiável de como eles usarão a tecnologia em um contexto pedagógico. O objetivo deste estudo foi identificar as atitudes dos professores em relação aos ambientes de aprendizagem personalizados (PLE) e os fatores que determinam a sua aceitação ou rejeição a estes novos contextos. Metodologia: A técnica de pesquisa foi aplicada para coletar dados amostrais por meio de um instrumento que contém duas escalas, uma para medir atitudes em relação à tecnologia e outra para determinar atitudes em relação a ambientes de aprendizagem personalizados, além de uma terceira seção para coletar dados demográficos dos participantes. Resultados: os resultados de ANOVAs unilaterais de 334 professores matriculados em programas de mestrado em educação no Equador confirmam que os professores têm uma atitude positiva em relação ao PLE, em um nível superior ou inferior, dependendo de seu conhecimento ou uso do PLE. Conclusões: Pode-se inferir que o PLE pode ser uma estratégia pedagógica importante, desde que sejam consideradas as atitudes, experiências e conhecimentos dos professores.
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Klašnja-Milićević, Aleksandra, Mirjana Ivanović, and Bela Stantić. "Designing Personalized Learning Environments — The Role of Learning Analytics." Vietnam Journal of Computer Science 07, no. 03 (2020): 231–50. http://dx.doi.org/10.1142/s219688882050013x.

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Learning analytics, as a rapidly evolving field, offers an encouraging approach with the aim of understanding, optimizing and enhancing learning process. Learners have the capabilities to interact with the learning analytics system through adequate user interface. Such systems enables various features such as learning recommendations, visualizations, reminders, rating and self-assessments possibilities. This paper proposes a framework for learning analytics aimed to improve personalized learning environments, encouraging the learner’s skills to monitor, adapt, and improve their own learning. It is an attempt to articulate the characterizing properties that reveals the association between learning analytics and personalized learning environment. In order to verify data analysis approaches and to determine the validity and accuracy of a learning analytics, and its corresponding to learning profiles, a case study was performed. The findings indicate that educational data for learning analytics are context specific and variables carry different meanings and can have different implications on learning success prediction.
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Li, Lu Yi, Yan Lin Zheng, and Fan Lin Zheng. "Key Issues for Personalized Learning Service Provision in Ubiquitous Learning Environments." Advanced Materials Research 225-226 (April 2011): 925–28. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.925.

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Learning itself is substantially ubiquitous, while real ubiquitous learning needs can only be supported by appropriate learning technologies. Technology enhanced personalized learning service is indispensable for ubiquitous learning. This paper discusses several key issues for personalized learning service provision in ubiquitous learning environments, including learner modeling, context management, ontology adoption and service visualization.
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Ward, Jason R. "Book review of Developing Adaptive and Personalized Learning Environments." Open Praxis 8, no. 4 (2016): 361. http://dx.doi.org/10.5944/openpraxis.8.4.375.

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Technology continues to offer expanding opportunities for learners to gain knowledge in any environment, with all manner of devices. With the growth of open learning environments, online learning, ubiquitous computing, and learning analytics, adaptive and personalized learning environments have the potential to optimize learning and collaboration. This promise comes with a complex set of challenges, and Kinshuk has written a thorough and well-structured book to walk instructional designers and instructors through many of the key factors to be considered.
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Kahraman, H. Tolga, Seref Sagiroglu, and Ilhami Colak. "Novel User Modeling Approaches for Personalized Learning Environments." International Journal of Information Technology & Decision Making 15, no. 03 (2016): 575–602. http://dx.doi.org/10.1142/s0219622016500164.

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Modeling user knowledge and creating user profiles not only for special web-based social media but also for complex and mixed personalized learning environments are important research challenges. The key component for adaptation is the user’s knowledge model. This paper introduces fuzzy metric (FM)-based novel and efficient similarity measurement method and adaptive artificial neural network (AANN) and artificial bee colony (ABC)-based knowledge classification approaches for personalized learning environments. For this purpose, FM-based method has been developed to measure distances more efficiently among the users and their knowledge model using the web logs/session data. In addition, a novel knowledge classifier based on ABC and AANN having combined with the generic object model has been developed for user modeling strategies and user modeling server of adaptive educational electric course (AEEC). Finally, the approaches have been tested to compare the classification performance of the user modeling methods developed for user modeling task. The experimental results have shown that proposed methods have improved similarity measurements considerably and decreased the misclassifications in user modeling processes. Thus, powerful user modeling approaches have been presented to the literature. It is expected that the approaches introduced in this article can be a reference to others researches and to develop more adaptive and personalized web applications in future.
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XU, D., H. WANG, and M. WANG. "A conceptual model of personalized virtual learning environments." Expert Systems with Applications 29, no. 3 (2005): 525–34. http://dx.doi.org/10.1016/j.eswa.2005.04.028.

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Hahn, Jim, and Courtney McDonald. "Account-based recommenders in open discovery environments." Digital Library Perspectives 34, no. 1 (2018): 70–76. http://dx.doi.org/10.1108/dlp-07-2017-0022.

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Purpose This paper aims to introduce a machine learning-based “My Account” recommender for implementation in open discovery environments such as VuFind among others. Design/methodology/approach The approach to implementing machine learning-based personalized recommenders is undertaken as applied research leveraging data streams of transactional checkout data from discovery systems. Findings The authors discuss the need for large data sets from which to build an algorithm and introduce a prototype recommender service, describing the prototype’s data flow pipeline and machine learning processes. Practical implications The browse paradigm of discovery has neglected to leverage discovery system data to inform the development of personalized recommendations; with this paper, the authors show novel approaches to providing enhanced browse functionality by way of a user account. Originality/value In the age of big data and machine learning, advances in deep learning technology and data stream processing make it possible to leverage discovery system data to inform the development of personalized recommendations.
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Dissertations / Theses on the topic "Personalized Learning Environments"

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Barnes, Rachel J. "The Use of Personalized Learning Environments in Corporate Training Programs." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1302192806.

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Ozpolat, Ebru. "A Framework For A Personalized E-learning System." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610612/index.pdf.

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This thesis focuses on three of the main components of an e-learning system: Infrastructure model, data integration and personalization. For the infrastructure model, our aim is to get best use of heterogeneously structured, geographically distributed data resources. Therefore, a detailed analysis of the available infrastructure models is carried out and an open source reference implementation based on grid technology is implemented. Furthermore, a simple data integration mechanism is proposed for the suggested reference implementation. For personalization, a statistical algorithm is proposed based on extracting and utilizing the learner model. The learner model based on Felder-Silverman learning style is extracted automatically using NBTree classification algorithm in conjunction with Binary relevance classifier for basic science learners. Experimental results show that the performance of the proposed automated learner modelling approach is consistent with the results, obtained by the questionnaires traditionally used for learning style assessment. In the thesis, the classification results are further utilized for providing the user with personalized queries. Keywords: Interactive learning environments
personalization in e-learning
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Gutiérrez, Carreón Gustavo Alfonso. "A semantic description model for the development and evaluation of personalized learning environments based on distributed systems." Doctoral thesis, Universitat Oberta de Catalunya, 2016. http://hdl.handle.net/10803/360337.

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L'objectiu d'aquesta tesi doctoral és implementar i avaluar Entorns Virtuals d'Aprenentatge (EVA) distribuïts amb el suport de models semàntics per a la descripció de serveis d'aprenentatge i la seva incorporació dins en escenaris d'aprenentatge basats en tecnologies Grid i de Còmput al Núvol. Aquests EVA distribuïts compten amb funcionalitats que permeten la col·laboració i personalització per part dels estudiants, així com demanen un intercanvi coordinat i flexible dels recursos de la xarxa, els quals són recol·lectats de forma dinàmica per individus i institucions, per als quals s'estableixen mecanismes que permeten el correcte intercanvi de la informació i un control estricte dels recursos a compartir. Els serveis d'aprenentatge són components fonamentals dels EVA distribuïts, representant funcionalitats que poden ser fàcilment reutilitzats sense conèixer els detalls de la forma en què s'han implementat.
El objetivo de esta tesis doctoral es implementar y evaluar Entornos Virtuales de Aprendizaje (EVA) distribuidos con el soporte de modelos semánticos para la descripción de servicios de aprendizaje y su incorporación dentro en escenarios de aprendizaje basados en tecnologías Grid y de Cómputo en la Nube. Estos EVA distribuidos cuentan con funcionalidades que permiten la colaboración y personalización por parte de los estudiantes, así como demandan un intercambio coordinado y flexible de los recursos de la red, los cuales son recolectados de forma dinámica por individuos e instituciones, para los cuales se establecen mecanismos que permiten el correcto intercambio de la información y un control estricto de los recursos a compartir. Los servicios de aprendizaje son componentes fundamentales de los EVA distribuidos, representando funcionalidades que pueden ser fácilmente reutilizados sin conocer los detalles de la forma en que se han implementado.
The objective of this doctoral thesis is to implement and evaluate distributed Virtual Learning Environments (VLEs) supported with semantic models for the description of learning services and their incorporation within learning scenarios based on Grid and Cloud technologies, with features that allow students' personalization and collaboration. These distributed VLEs demand a flexible and coordinated form of sharing network resources, which are dynamically collected by individuals and institutions, and establishing mechanisms for the correct exchange of information and a strict control of the resources to share. Learning services are fundamental components of distributed VLEs representing functions that can be easily reused without knowing the details of how services have been implemented.
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Costello, Robert. "Adaptive intelligent personalised learning (AIPL) environment." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:6251.

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As individuals the ideal learning scenario would be a learning environment tailored just for how we like to learn, personalised to our requirements. This has previously been almost inconceivable given the complexities of learning, the constraints within the environments in which we teach, and the need for global repositories of knowledge to facilitate this process. Whilst it is still not necessarily achievable in its full sense this research project represents a path towards this ideal. In this thesis, findings from research into the development of a model (the Adaptive Intelligent Personalised Learning (AIPL)), the creation of a prototype implementation of a system designed around this model (the AIPL environment) and the construction of a suite of intelligent algorithms (Personalised Adaptive Filtering System (PAFS)) for personalised learning are presented and evaluated. A mixed methods approach is used in the evaluation of the AIPL environment. The AIPL model is built on the premise of an ideal system being one which does not just consider the individual but also considers groupings of likeminded individuals and their power to influence learner choice. The results show that: (1) There is a positive correlation for using group-learning-paradigms. (2) Using personalisation as a learning aid can help to facilitate individual learning and encourage learning on-line. (3) Using learning styles as a way of identifying and categorising the individuals can improve their on-line learning experience. (4) Using Adaptive Information Retrieval techniques linked to group-learning-paradigms can reduce and improve the problem of mis-matching. A number of approaches for further work to extend and expand upon the work presented are highlighted at the end of the Thesis.
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Alsubaei, Mutlag. "Creating a personalised learning environment using learning objects." Thesis, University of Salford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491030.

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A paradigm shift has occurred in the learning field with the emergence, advances and proliferation of the latest, rapid technologies coupled with improvements in the understanding of learning environments and advances in instructional design. This takes the traditional notions of learning and transports it into the modern world to forge new learning environments that offer substantial benefits over traditional learning environments. Part of this revolution is headed by the learning object paradigm. This research focuses on the development of a personalised learning environment using learning objects as the primary tool and the basis to facilitate the production of a fully robust system and environment that offer learners personalised learning and the benefits that such learning brings.
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Stevenson, Liz. "Personalised Learning in a Web 2.0 environment." The University of Waikato, 2008. http://hdl.handle.net/10289/2377.

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21st century schools face significant challenges as they move towards providing opportunities for learners which recognize and build on their strengths and abilities. The process of supporting young people to develop the desire and the confidence to recognise personal potential and to manage their ongoing learning is a priority. Communication and collaboration are key to learners becoming informed active participants in their own learning and experiencing successful outcomes in today's society. Our old models of learning where pre packaged parcels of knowledge were delivered to students by teachers will no longer suffice. As we respond to the new meaning of knowledge in the 21st century and begin to view knowledge as an active process, it is clear that many of the top down structures and organisational practices present in New Zealand secondary schools need change. The idea of personalisation in order to support independent learners to reach their potential is a familiar one for many teachers and is one of the ideals which may have brought them into the teaching profession. However, the institutional contexts in which they operate can act not as a driving force for personalised learning but as a barrier to it. In seeking to find one possible way in which secondary school systems can be re shaped around the needs of the learner, this study examines the role of online mentoring with experts outside the school. This small scale qualitative study uses ethnographic methods to gather data from twelve secondary school year thirteen physical education students and their teacher as they engage in an eight week online project with expert sports coaches at Auckland University of Technology. Eleven of the students were boys. In examining the impact which online mentoring might have on this group of learners and their teacher, rich data was collected via web transcripts, observation, image data and interviews. The research findings reveal that students found a high degree of satisfaction with the process and placed value on having the opportunity to pursue personalised goals as they worked with mentors in a collaborative online environment. Teacher behaviour and practice underwent change in the project with the teacher becoming repositioned within the group in the role of learner. In a process where authoritarian approaches were replaced by collaborative group action and inquiry, students reported an enhanced ability to think deeply, to manage their own learning and to relate in highly skilled ways with others. Students' perceptions about the ways in which they were working were analysed using the New Zealand Curriculum Key Competencies. As students focused their inquiry past the level of curriculum goals and onto real world personal goals, several experienced a shift in perception concerning their own learning potential and expressed surprised at their own level of competence. The fact that eleven out of the twelve students were boys makes this shift in personal learning expectation worthy of further investigation in the quest for improving academic outcomes for boys. Finally, this study may have relevance for the ways in which the Key Competencies have meaning in secondary schools. The study demonstrated that the emergence of competencies such as self management and relating to others was assisted by changes in teacher behaviour and action. As authoritarian approaches were replaced by a collaborative model where independent learning with others was supported, learners began to exhibit the personal competencies described by the New Zealand Curriculum (2008). These competencies which include Thinking, Using Language, symbols and texts, Managing self, Relating to others and Participating and contributing occurred as a natural consequence of a learning model which was shaped to fit the learner; a personalised approach to learning with support from online mentors.
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Mustafa, Alan. "Impact of learner control on learning in adaptable and personalised e-learning environments." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/7143/.

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The purpose of this thesis is to investigate the impact of learners‟ measure of control over their learning, while working in different online learning environments, and how this, in combination with a structured learning material selection according to their learning preferences, can affect their learning performance. A qualitative study was carried out on the understanding of different learning philosophies, different learning environments and different learning preferences, in correlation with learners‟ measure of control over their learning environments, in terms of their influence on their learning performance. The research commenced with a survey of UK Higher Educational institutions, to determine the usage of adaptive e-learning systems in UK HE and the type and nature of the systems in use, which in combination with the literature review enabled the clarification of the research hypothesis and objectives. Since a measurement of learners‟ learning performance was needed, an adaptable personalised e-learning system (ALPELS) was developed to create an environment where a qualitative measurement could be done. Experimental data was then gathered from two cohorts of MSc students over two semesters, who used the newly designed and developed online learning environment. The successful implementation of the project has produced a large amount of data, which demonstrates a correlation between i) adaptable and personalised e-learning systems, and ii) learners‟ learning styles (which in itself supports the behaviouristic approach towards this type of online learning environment – ALPELS). The study indicates a dependency between an online controlled learning environment and learners‟ learning performances, showing that a personalised e-learning system (PELS) would be supportive of recall (R) and understanding (U) types of content materials (with an indication of 4.89%), but also demonstrating an increase in student learning performance in an adaptable e-learning system (ALELS) while using competency (C) types of content materials (with an indication of 5.43%). These outcomes provide a basis for future design of e-learning systems, utilising different models of learner control based on underpinning educational philosophies, in combination with learning preferences, to structure and present learning content according to type.
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Saz, Peñamaria Alexandra. "La construcción del conocimiento en entornos personales de aprendizaje." Doctoral thesis, Universitat d'Andorra, 2014. http://hdl.handle.net/10803/283146.

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En la societat del coneixement i de l’aprenentatge la universitat ocupa un lloc fonamental com a factor de progrés i transformació social. La universitat ha de ser motor d’estratègies didàctiques que fomentin la construcció del coneixement, gràcies a les possibilitats que ofereixen les tecnologies de la informació i de la comunicació (TIC). En aquest sentit, els entorns personals d’aprenentatge (PLE) esdevenen un punt d’inflexió en les pràctiques educatives amb les TIC i una oportunitat per promoure una universitat sense murs que doni resposta a les demandes de la societat del coneixement i de l’aprenentatge. L’objectiu d’aquesta tesi doctoral és analitzar com s’introdueixen les TIC, i més concretament els entorns personals d’aprenentatge, en activitats d’ensenyament-aprenentatge formals. És una recerca aplicada i orientada a l’acció, en què la introducció dels PLE s’entén com una metodologia impulsora de la saviesa digital. Per aquest motiu, les conclusions finals estan formulades com a propostes d’acció per a les institucions d’educació superior, els docents universitaris i els desenvolupadors tecnològics. Com a estratègia metodològica i amb l’objectiu de comprendre el fenomen d’estudi en un context real, s’ha optat per l’estudi de dos casos: el mòdul Entornos, intrumentos y prácticas de aprendizaje virtual (M9) del Màster Interuniversitari de Psicologia de l’Educació (MIPE) coordinat per la Universitat de Barcelona i l’assignatura de Psicologia de l’educació dels estudis del Bàtxelor en Ciències de l’educació (BCE) de la Universitat d’Andorra. A fi d’ampliar la investigació realitzada en els dos casos d’estudi, també s’han analitzat les valoracions d’una àmplia mostra d’estudiants, sobre la possibilitat d’incorporar als entorns virtuals d’aprenentatge (EVA) de les seves institucions les característiques clau dels PLE i el grau d’utilitat per als seus aprenentatges.
In the society of knowledge and learning the university is central for progress and social transformation. The university should be motor in teaching strategies that promote knowledge construction thanks to the possibilities offered by Information and communications technology (ICT). In this sense, personal learning environments (PLE) become a turning point in educational practices with ICT as well as an opportunity to promote a university without walls, that meets the demands of the society of knowledge and learning. The aim of this thesis is to study how to introduce ICT, and more specifically personal learning environments, in formal teaching and learning activities. It is an applied and action-oriented research which understands the introduction of PLE as a driving methodology of digital wisdom. For this reason, the final conclusions are made as proposals for action to institutions of higher education, university teachers and technology developers. As a methodological strategy and with the aim of understanding the phenomenon of study in a real context, we decided to study two different educational streams: the course Environments, tools and practices of virtual learning, from the Master’s degree Educational Psychology/MIPE coordinated by the University of Barcelona, and the course Educational Psychology, from the Bachelor of Educational Sciences at the University of Andorra. In order to expand the research conducted in the two case studies we have also analyzed the valuations of a large sample of students; on the possibility of incorporating to their present virtual learning environments (EVA) the key features of PLE.
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Webster, Ray. "A reflective and participatory approach to the design of personalised learning environments." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431416.

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Somera, Sandra Lopez. "Educator Experiences Transitioning to a Blended Learning Environment in K-6 Public." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4815.

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Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a conceptual framework to examine teacher concerns and level of implementation of innovative change. A multiple case study design was used to capture the experiences and perceptions of the participants' transition to a blended learning environment. Two teachers in one school in a California school district that transitioned to a blended learning approach were cases studied. The participants were a 4th and a 6th grade teacher who had taught the same grade level at their current school at least 1 year prior to its transition to a blended learning approach. The data collection process included interviews, classroom observations, and document reviews. The participants were interviewed on their understanding of blended learning and their changes in pedagogy. Classroom observations and documents were analyzed using pattern-matching to provide corroborating evidence. The teachers perceived an increase in student-teacher interactions and indicated a need for more guidance developing their blended learning program and support curating resources during the transition to blended learning. A self-paced online professional development program was designed to provide the training needed to support the teachers in their transition. The project study could lead to positive social change by identifying teacher support needed to transition from a traditional teaching environment to a blended learning environment.
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Books on the topic "Personalized Learning Environments"

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Kinshuk. Designing Adaptive and Personalized Learning Environments. Routledge, 2016. http://dx.doi.org/10.4324/9781315795492.

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Kinshuk. Designing Adaptive and Personalized Learning Environments. Taylor & Francis Group, 2016.

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Designing Adaptive and Personalized Learning Environments. Taylor & Francis Group, 2016.

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Magoulas, George D. Advances in Web-Based Education: Personalized Learning Environments. Information Science Publishing, 2005.

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(Editor), George D. Magoulas, and Sherry Y. Chen (Editor), eds. Advances in Web-Based Education: Personalized Learning Environments. Information Science Publishing, 2005.

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(Editor), George D. Magoulas, and Sherry Y. Chen (Editor), eds. Advances in Web-based Education: Personalized Learning Environments. Information Science Publishing, 2005.

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1959-, O'Donoghue John, ed. Technology-supported environments for personalized learning: Methods and case studies. Information Science Reference, 2010.

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1959-, O'Donoghue John, ed. Technology-supported environments for personalized learning: Methods and case studies. Information Science Reference, 2010.

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1959-, O'Donoghue John, ed. Technology-supported environments for personalized learning: Methods and case studies. Information Science Reference, 2010.

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Technology-supported environments for personalized learning: Methods and case studies. Information Science Reference, 2010.

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Book chapters on the topic "Personalized Learning Environments"

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Taylor, Deborah L., Michelle Yeung, and A. Z. Bashet. "Personalized and Adaptive Learning." In Innovative Learning Environments in STEM Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_2.

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AbstractPersonalized and adaptive learning has been touted to be one of the most promising emerging tools for increasing student learning and student success. Yet, the terms are neither precise nor clearly defined at this time, thus making it difficult for institutions of higher education to adopt and implement a learning approach using technology that is in its infancy and not clearly understood by those who will be utilizing it. One goal of this chapter is to define adaptive and personalized learning as it is used at this time in the hopes that as the technology evolves the promise of increased student learning can come to fruition. Adaptive learning personalizes learning by continuously evaluating each student’s performance in real time and creating an ever-changing individualized learning pathway as directed by artificial intelligence and machine learning, thus increasing learning and student satisfaction.
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Khribi, Mohamed Koutheaïr, Mohamed Jemni, and Olfa Nasraoui. "Recommendation Systems for Personalized Technology-Enhanced Learning." In Ubiquitous Learning Environments and Technologies. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44659-1_9.

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Eyharabide, Victoria, Isabela Gasparini, Silvia Schiaffino, Marcelo Pimenta, and Analía Amandi. "Personalized e-Learning Environments: Considering Students’ Contexts." In Education and Technology for a Better World. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_5.

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Kinshuk. "Roadmap for Adaptive and Personalized Learning in Ubiquitous Environments." In Ubiquitous Learning Environments and Technologies. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44659-1_1.

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El-Bishouty, Moushir M., Kevin Saito, Tingwen Chang, Kinshuk, and Sabine Graf. "Teaching Improvement Technologies for Adaptive and Personalized Learning Environments." In Ubiquitous Learning Environments and Technologies. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44659-1_12.

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Chang, Ting-Wen, Jeffrey Kurcz, Moushir M. El-Bishouty, Kinshuk, and Sabine Graf. "Adaptive and Personalized Learning Based on Students’ Cognitive Characteristics." In Ubiquitous Learning Environments and Technologies. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44659-1_5.

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Altun, Arif. "Understanding Cognitive Profiles in Designing Personalized Learning Environments." In The Future of Ubiquitous Learning. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-47724-3_14.

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Böcker, Heinz-Dieter, Hubertus Hohl, and Thomas Schwab. "Personalized Browsing of Tutorial Material." In Cognitive Modelling and Interactive Environments in Language Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77575-8_32.

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Fiehn, T., T. Lauer, J. Lienhard, T. Ottmann, S. Trahasch, and B. Zupancic. "From Lecture Recording Towards Personalized Collaborative Learning." In Designing for Change in Networked Learning Environments. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0195-2_56.

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Hamilton, Eric, and Martine Jago. "Toward a Theory of Personalized Learning Communities." In Designs for Learning Environments of the Future. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88279-6_10.

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Conference papers on the topic "Personalized Learning Environments"

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Montebello, Matthew. "Personalized Learning Environments." In 2021 International Symposium on Educational Technology (ISET). IEEE, 2021. http://dx.doi.org/10.1109/iset52350.2021.00036.

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Filatov, Valentin, Oleh Zolotukhin, Andriy Yerokhin, and Maryna Kudryavtseva. "Personalized Adaptation of Learning Environments." In 2019 IEEE 8th International Conference on Advanced Optoelectronics and Lasers (CAOL). IEEE, 2019. http://dx.doi.org/10.1109/caol46282.2019.9019525.

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Shi, Hongchi, Spyridon Revithis, and Su-Shing Chen. "An agent enabling personalized learning in e-learning environments." In the first international joint conference. ACM Press, 2002. http://dx.doi.org/10.1145/544862.544941.

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Clements, Kati, and Ellinor Wallin. "INNOVATIONS TO DESIGN PERSONALIZED LEARNING ENVIRONMENTS FOR STEM EDUCATION OF THE FUTURE?" In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1823.

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Akbari, Fateme, and Fattaneh Taghiyareh. "E-SoRS: A personalized and social recommender service for E-learning environments." In 2014 8th National and 5th International Conference on e-Learning and e-Teaching (ICeLeT). IEEE, 2014. http://dx.doi.org/10.1109/icelet.2014.7040615.

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Qu, Xiaodong, Mercedes Hall, Yile Sun, Robert Sekuler, and Timothy J. Hickey. "A Personalized Reading Coach using Wearable EEG Sensors - A Pilot Study of Brainwave Learning Analytics." In Special Session on Analytics in Educational Environments. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006814705010507.

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Lindstedt, Juha, Raine Kauppinen, and Altti Lagstedt. "Personalizing the learning process with Wihi." In Enabling Technology for a Sustainable Society. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-362-3.21.

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Societies are changing rapidly because of automation and digitalization, but local and global business environments are also becoming more volatile. Changing societies also place requirements on education: the number of atypical learners is growing all the time, and lifelong careers have been changed to lifelong learning. Traditional education approaches do not support part-time learners or lifelong learning; personalizing the learning process for every student separately is too laborious. In this paper, we study a flexible, personalized learning approach and an information system (Wihi) to support it. Wihi is a thesis management tool for students to plan and schedule their theses and for the thesis supervisor to centrally monitor the progress of different theses. In addition, it allows curriculum management to follow the whole thesis situation. Although Wihi was developed for a specific need, the personalized learning assumptions behind it are also applicable in other education cases.
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Cunningham, James, Christian Lopez, Omar Ashour, and Conrad S. Tucker. "Multi-Context Generation in Virtual Reality Environments Using Deep Reinforcement Learning." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22624.

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Abstract In this work, a Deep Reinforcement Learning (RL) approach is proposed for Procedural Content Generation (PCG) that seeks to automate the generation of multiple related virtual reality (VR) environments for enhanced personalized learning. This allows for the user to be exposed to multiple virtual scenarios that demonstrate a consistent theme, which is especially valuable in an educational context. RL approaches to PCG offer the advantage of not requiring training data, as opposed to other PCG approaches that employ supervised learning approaches. This work advances the state of the art in RL-based PCG by demonstrating the ability to generate a diversity of contexts in order to teach the same underlying concept. A case study is presented that demonstrates the feasibility of the proposed RL-based PCG method using examples of probability distributions in both manufacturing facility and grocery store virtual environments. The method demonstrated in this paper has the potential to enable the automatic generation of a variety of virtual environments that are connected by a common concept or theme.
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Tsiakas, Konstantinos, Michalis Papakostas, Michail Theofanidis, et al. "An Interactive Multisensing Framework for Personalized Human Robot Collaboration and Assistive Training Using Reinforcement Learning." In PETRA '17: 10th International Conference on PErvasive Technologies Related to Assistive Environments. ACM, 2017. http://dx.doi.org/10.1145/3056540.3076191.

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Lungu, Mircea. "Designing personalized learning environments through monitoring and guiding user interactions with code and natural language." In the 1st ACM SIGSOFT International Workshop. ACM Press, 2019. http://dx.doi.org/10.1145/3340435.3342724.

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