The Take-Action Guide to World Class Learners Book 1: How to Make Personalization and Student Autonomy Happen

Zhao, Yong; Tavangar, Homa; McCarren, Emily; Rshaid, Gabriel F.; Tucker, Kay

doi:10.4135/9781483394589

Cited by 5 publications

(4 citation statements)

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“…Second, the new curriculum should allow personalization by students (Basham et al 2016 ; Zhao 2012b , 2018c ; Zhao and Tavangar 2016 ). Although personalized learning has been used quite elusively in the literature, the predominant model of personalized learning has been computer-based programs that aim to adapt to students’ needs (Pane et al 2015 ).…”

Section: Curriculum: What To Teachmentioning

confidence: 99%

“…Although personalized learning has been used quite elusively in the literature, the predominant model of personalized learning has been computer-based programs that aim to adapt to students’ needs (Pane et al 2015 ). This model has shown promising results but true personalization comes from students’ ability to develop their unique learning pathways (Zhao 2018c ; Zhao and Tavangar 2016 ). That is, students can follow their passions and strengths.…”

Section: Curriculum: What To Teachmentioning

confidence: 99%

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The changes we need: Education post COVID-19

2021

Self Cite

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The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.

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Section: Curriculum: What To Teachmentioning

confidence: 99%

Section: Curriculum: What To Teachmentioning

confidence: 99%

The changes we need: Education post COVID-19

2021

Self Cite

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“…Although in the technology industry such distinction has been seldom made, the field of educational research has classified personalized education into two categories: outcome personalization and process personalization [42]. Outcome personalization gives students autonomy in the learning process.…”

Section: The Promise Of Program-based Technologiesmentioning

confidence: 99%

Categorization of Educational Technologies as Related to Pedagogical Practices

Gao¹,

Nagel²,

Biedermann³

2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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Educational technologies are not homogeneous. This chapter proposes a framework to categorize various technologies in the K-12 educational setting into groups of operational technologies and pedagogical technologies by whether they directly participate in the process of teaching and learning. Furthermore, pedagogical technologies are split into tool-based and program-based technologies based on whether they are teacher-driven tools or algorithm-driven learning programs. Efficient adoption of tool-based technologies requires a redefinition of learning goals to embrace student-centered education. Program-based technologies need more research to be fully understood and improved, and current ones are underresearched and fail to engage and motivate students to learn.

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“…La personnalisation aussi peut se presenter sous deux formes : la personnalisation de processus et la personnalisation de résultat (Zhao, 2015). La personnalisation de processus est une personnalisation du parcours.…”

Section: Innovation Et Personnalisation Collaborativeunclassified

La personnalisation de l’apprentissage vue comme facteur effectif d’innovation pédagogique

Youssef¹,

Audran²

2019

Spirale - Revue De Recherches en Éducation

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Éliane YOUSSEF Jacques AUDRAN LA PERSONNALISATION DE L'APPRENTISSAGE VUE COMME FACTEUR EFFECTIF D'INNOVATION PEDAGOGIQUE Résumé : Le développement croissant de la technologie a poussé les responsables pédagogiques à investir dans les ressources numériques afin d'améliorer la qualité de l'apprentissage et les performances des élèves. Plusieurs exemples ont montré que l'innovation pédagogique que ce soit un service, un bien, un processus, une innovation organisationnelle ou encore une expression relevant du marketing, n'était pas nécessairement efficace pour diverses raisons. Cet article défend l'idée que la personnalisation de l'apprentissage peut être un facteur important pour réussir à innover. Il ne s'agit pas de n'importe quelle forme de personnalisation, mais de la « personnalisation collaborative » qui donne à l'apprenant un rôle actif et intentionnel tout au long du processus d'apprentissage à l'inverse de la personnalisation superficielle, segmentée, prescriptive et adaptative.

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The Take-Action Guide to World Class Learners Book 1: How to Make Personalization and Student Autonomy Happen

Cited by 5 publications

References 0 publications

The changes we need: Education post COVID-19

The changes we need: Education post COVID-19

Categorization of Educational Technologies as Related to Pedagogical Practices

La personnalisation de l’apprentissage vue comme facteur effectif d’innovation pédagogique

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