research-article

Crafting transformative strategies for personalized learning/analytics

Authors:

Linda L. Baer,

Ann Hill Duin,

Donald Norris,

Robert BrodnickAuthors Info & Claims

LAK '13: Proceedings of the Third International Conference on Learning Analytics and Knowledge

Pages 275 - 277

https://doi.org/10.1145/2460296.2460354

Published: 08 April 2013 Publication History

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Abstract

Personalized learning environments and learning analytics hold the promise to transform learning experiences, enhance and accelerate student success, and "open up" student learning to resources and experiences from outside individual institutions. To achieve their potential, personalized learning projects must move beyond individual, stand-alone projects or innovations to reshaping the institutional experience.

Learning science must connect with learning pedagogy and design. Learners and institutions must have access to tools and resources that assist in customizing student progress and supplemental learning needs. Teachers and faculty must be empowered to provide teaching and learning environments that allow individual students to thrive. All this will require unique partnerships and collaborations within and across institutions, incorporating the best learning science findings and bridging with public and private entities developing the learning and analytic tools to support personalized learning.

Crafting a strategy to embrace and sustain the transformative power of personalized learning systems will require strong leadership and clear planning models to align with institutional planning and future investments.

References

[1]

Thomas, D. and Brown, J. S. 2011. A New Culture of Learning. Douglas Thomas and John Seely Brown.

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[2]

National Education Technology Plan. http://www.ed.gov/technology/netp-2010

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[3]

https://www.smartsparrow.com/

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[4]

Kolowich, S. 2013. The new intelligence. Inside Higher Education. http://www.insidehighered.com/news/2013/01/25/arizona-stand-knewtons-grand-experiment-adaptive-learning

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[5]

https://www.smartsparrow.com/adaptive-elearning/

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Cited By

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Atta EMorphitis AEfthymiou L(2023)Modelling the Contribution of Learning Analytics to Sustainable EducationPerspectives on Learning Analytics for Maximizing Student Outcomes10.4018/978-1-6684-9527-8.ch013(263-281)Online publication date: 24-Oct-2023
https://doi.org/10.4018/978-1-6684-9527-8.ch013
Savage VHomewood SShklovski I(2023)Objectify: Better Living Through Anticipatory, Just-for-you 3D Printing!Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544549.3582748(1-8)Online publication date: 19-Apr-2023
https://dl.acm.org/doi/10.1145/3544549.3582748
Herbert BBillinghurst MWeerasinghe AEns BWigley GBuchanan GStevenson D(2018)A generalized, rapid authoring tool for intelligent tutoring systemsProceedings of the 30th Australian Conference on Computer-Human Interaction10.1145/3292147.3292202(368-373)Online publication date: 4-Dec-2018
https://dl.acm.org/doi/10.1145/3292147.3292202
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Index Terms

Crafting transformative strategies for personalized learning/analytics
1. Applied computing
  1. Education
2. Information systems
  1. Information retrieval
    1. Document representation

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Information & Contributors

Information

Published In

LAK '13: Proceedings of the Third International Conference on Learning Analytics and Knowledge

April 2013

300 pages

ISBN:9781450317856

DOI:10.1145/2460296

Editors:
Dan Suthers
University of Hawaii, USA
,
Katrien Verbert
Eindhoven University of Technology, The Netherlands
,
Erik Duval
University of Leuven, Belgium
,
Xavier Ochoa
Escuela Superior Politécnica del Litoral, Ecuador

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 08 April 2013

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LAK '13

Sponsor:

SIGWEB
K.U. Leuven
SIGCHI

LAK '13: Third Conference on Learning Analytics and Knowledge

April 8 - 13, 2013

Leuven, Belgium

Acceptance Rates

LAK '13 Paper Acceptance Rate 16 of 58 submissions, 28%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

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Atta EMorphitis AEfthymiou L(2023)Modelling the Contribution of Learning Analytics to Sustainable EducationPerspectives on Learning Analytics for Maximizing Student Outcomes10.4018/978-1-6684-9527-8.ch013(263-281)Online publication date: 24-Oct-2023
https://doi.org/10.4018/978-1-6684-9527-8.ch013
Savage VHomewood SShklovski I(2023)Objectify: Better Living Through Anticipatory, Just-for-you 3D Printing!Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544549.3582748(1-8)Online publication date: 19-Apr-2023
https://dl.acm.org/doi/10.1145/3544549.3582748
Herbert BBillinghurst MWeerasinghe AEns BWigley GBuchanan GStevenson D(2018)A generalized, rapid authoring tool for intelligent tutoring systemsProceedings of the 30th Australian Conference on Computer-Human Interaction10.1145/3292147.3292202(368-373)Online publication date: 4-Dec-2018
https://dl.acm.org/doi/10.1145/3292147.3292202
Tsai YGasevic DWise AWinne PLynch GOchoa XMolenaar IDawson SHatala M(2017)Learning analytics in higher education --- challenges and policiesProceedings of the Seventh International Learning Analytics & Knowledge Conference10.1145/3027385.3027400(233-242)Online publication date: 13-Mar-2017
https://dl.acm.org/doi/10.1145/3027385.3027400
FitzGerald EKucirkova NJones ACross SFerguson RHerodotou CHillaire GScanlon E(2017)Dimensions of personalisation in technology‐enhanced learning: A framework and implications for designBritish Journal of Educational Technology10.1111/bjet.1253449:1(165-181)Online publication date: 13-Feb-2017
https://doi.org/10.1111/bjet.12534

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