Dimensions of personalisation in technology‐enhanced learning: A framework and implications for design

Abstract

Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect-of using personalisation in technology-enhanced learning (TEL)-has promised much but has not always lived up to the claims made. Personalisation is often perceived to be a positive phenomenon, but it is often difficult to know how to implement it effectively within educational technology.In order to address this problem, we propose a framework for the analysis and creation of personalised TEL. This article outlines and explains this framework with examples from a series of case studies. The framework serves as a valuable resource in order to change or consolidate existing practice and suggests design guidelines for effective implementations of future personalised TEL. IntroductionPersonalization is a key topic of current interest in technology-oriented learning design and discussion for government policy makers, but less so in educational research. This paper develops a framework to support the design of technology-enhanced learning (TEL) resources and environment.

Opportunities and Challenges in Using Learning Analytics in Learning Design

“…Among various technologies to facilitate blended and distance learning models, Learning Analytics (LA) has been identified as a most promising technology to aid the personalization of learning and also change the educational model or even a course design due to insights gained from data. FitzGerald et al [48] illustrate the different important dimensions to take into consideration for personalization of technology enhanced learning. In terms of this framework, using LA in LD tends to provide a cognitive-based and whole-person personalization.…”

Children asking questions

“…Children may have personified the non-personified condition despite the language used by the system, as previous work shows that personal pronouns are not necessary for perspectivetaking [2]. Similarly, personalization can be much more nuanced and useful than merely referring to a person by their first name [16]. For example, it would be a useful personalization to use the participants' location to provide context for the questions or to tailor the systems responses based on a child's ability.…”

A taxonomy and research framework for personalization in children’s literacy apps

“…Key personalization features were organized into five broad categories of the Fitzgerald et al's (2017) framework, provided in Table2. We further analysed how personalization occurs and how this positions the child.…”

“…The pursuit of this research objective proceeded in three stages: first, we identified the amount of personalization in children's most popular books. Second, we developed a taxonomy of the key types of personalization according to a personalized learning framework developed byFitzgerald et al (2017) in the context of TEL.Third, we adopted self-concept as the theoretical basis for the research framework on personalization and conceptually divided the key personalization types into categories relevant for established research variables.Overall, the paper makes the following contributions: first, it classifies the existing state-ofthe-art in personalization in most popular children's digital books; second, it highlights the diverse nature of personalization in children's early learning experiences with illustrative examples of the key forms and levels of personalization and third, it adopts these concepts to propose a taxonomy and research framework for classifying the existing literature for future research and analysis of personalization in children's reading.…”