Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
Inclusive On-line Learning Environments. New Approaches and Possible Applicab...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
DIGITAL COMPETENCES FOR TEACHERS – THE DIGI.KOMPP MODEL IN AN INTERNATIONAL C...ijejournal
The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet
this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and
Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and
international framework models, the competency model is to serve as an instrument for self-assessment and
continuous professional development as well as for (higher) school development. The following is a brief
overview of international models that were relevant for the development of the competence grid. After that
the competence grid itself and its categories are presented. The article concludes with a discussion of the
integration of the competence grid into the international framework and its benefits in the Austrian
education system. This article aims to make a theoretical contribution to the categorization of teachers'
competencies.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
Inclusive On-line Learning Environments. New Approaches and Possible Applicab...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
DIGITAL COMPETENCES FOR TEACHERS – THE DIGI.KOMPP MODEL IN AN INTERNATIONAL C...ijejournal
The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet
this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and
Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and
international framework models, the competency model is to serve as an instrument for self-assessment and
continuous professional development as well as for (higher) school development. The following is a brief
overview of international models that were relevant for the development of the competence grid. After that
the competence grid itself and its categories are presented. The article concludes with a discussion of the
integration of the competence grid into the international framework and its benefits in the Austrian
education system. This article aims to make a theoretical contribution to the categorization of teachers'
competencies.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
Author: Walter Kugemann, Head of FIM New Learning , University Erlangen-Nuremberg
This article provides a cross-thematic analysis of the relationship between ICT, lifelong learning and innovation in the worlds of school education, vocational training and teacher training.
Teaching problem-based learning to engineering interdisciplinary graduate stu...eraser Juan José Calderón
July 2016
Conference: Proceedings of the PAEE/ALE’2016, 8th Fernando José Rodríguez-Mesa e Ismael Peña.
International Symposium on Project Approaches in Engineering Education (PAEE) and 14th Active Learning in Engineering Education Workshop (ALE)At: Guimaraes, Portugal
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
Evolution of DE at UoM....and Future PerspectivesM I Santally
This PPT highlights the experience of the UoM in terms of DEOL and how the concept evolved throughout the years. It was presented at the UOM Research Week.
Progressiveness Of The Magister Study Program Of Fine Art Education In The In...AJHSSR Journal
ABSTRACT : Research background is the concern about how to obtain better management for art education
regarding to the fact that it still struggles at Industry 3.0 level. Institutions for fine art education mostly deliver
the teaching in classical way, which is textbook based or reyling on demonstrative technique. In the other hand,
lecturers still inform techniques, principles and substances of art teachings in a way that forces students to learn
it manually. Therefore, current scholars assume that such art education is stagnant and incapable to serve
market‟s demand for skilled workers. This assumption was discussed by the coordinator organization for
Indonesian postgraduate study programs, FORPIMPAS (Forum Pimpinan Pascasarjana) in Parapat, Medan, on
September 26-29, 2019, which was attended by higher education institutions for teachings (LPTK) throughout
Indonesia. The Forum expects that the discussion will touch the mind of policy makers. Type of this research is
a documentative descriptive review. The data include papers, books, articles, and minutes of FORPIMPAS‟s
intensive discussion. Result of analysis is summarized as follows. Art education can realize its progressive
action when it (1) does curriculum transformation, (2) has a capability to adapt with social problems, and (3) has
a capability of management at proper effectiveness, flexibility and quality.
KEYWORDS: higher education, fine art, and industry 4.0 revolution
This chapter presents intermediate results from the OpenEdu study, carried out by DG JRC IPTS on behalf of DG EAC. It argues that open education goes beyond MOOCs and OER. It demonstrates this by proposing dimensions that are key for an understanding of open education and for the further development of open education by HE institutions in Europe. In addition, results from three of the main studies of OpenEdu are taken to discuss the motivations and barriers for opening up education by HE institutions (OpenCases), the uptake of open education in five European countries (OpenSurvey) and recognition and assessment practices in MOOCs (OpenCred).
URL: http://www.portlandpresspublishing.com/content/wenner-gren-international-series-volume-88
Author: Walter Kugemann, Head of FIM New Learning , University Erlangen-Nuremberg
This article provides a cross-thematic analysis of the relationship between ICT, lifelong learning and innovation in the worlds of school education, vocational training and teacher training.
Teaching problem-based learning to engineering interdisciplinary graduate stu...eraser Juan José Calderón
July 2016
Conference: Proceedings of the PAEE/ALE’2016, 8th Fernando José Rodríguez-Mesa e Ismael Peña.
International Symposium on Project Approaches in Engineering Education (PAEE) and 14th Active Learning in Engineering Education Workshop (ALE)At: Guimaraes, Portugal
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
Evolution of DE at UoM....and Future PerspectivesM I Santally
This PPT highlights the experience of the UoM in terms of DEOL and how the concept evolved throughout the years. It was presented at the UOM Research Week.
Progressiveness Of The Magister Study Program Of Fine Art Education In The In...AJHSSR Journal
ABSTRACT : Research background is the concern about how to obtain better management for art education
regarding to the fact that it still struggles at Industry 3.0 level. Institutions for fine art education mostly deliver
the teaching in classical way, which is textbook based or reyling on demonstrative technique. In the other hand,
lecturers still inform techniques, principles and substances of art teachings in a way that forces students to learn
it manually. Therefore, current scholars assume that such art education is stagnant and incapable to serve
market‟s demand for skilled workers. This assumption was discussed by the coordinator organization for
Indonesian postgraduate study programs, FORPIMPAS (Forum Pimpinan Pascasarjana) in Parapat, Medan, on
September 26-29, 2019, which was attended by higher education institutions for teachings (LPTK) throughout
Indonesia. The Forum expects that the discussion will touch the mind of policy makers. Type of this research is
a documentative descriptive review. The data include papers, books, articles, and minutes of FORPIMPAS‟s
intensive discussion. Result of analysis is summarized as follows. Art education can realize its progressive
action when it (1) does curriculum transformation, (2) has a capability to adapt with social problems, and (3) has
a capability of management at proper effectiveness, flexibility and quality.
KEYWORDS: higher education, fine art, and industry 4.0 revolution
This chapter presents intermediate results from the OpenEdu study, carried out by DG JRC IPTS on behalf of DG EAC. It argues that open education goes beyond MOOCs and OER. It demonstrates this by proposing dimensions that are key for an understanding of open education and for the further development of open education by HE institutions in Europe. In addition, results from three of the main studies of OpenEdu are taken to discuss the motivations and barriers for opening up education by HE institutions (OpenCases), the uptake of open education in five European countries (OpenSurvey) and recognition and assessment practices in MOOCs (OpenCred).
URL: http://www.portlandpresspublishing.com/content/wenner-gren-international-series-volume-88
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
Authors: Eleonora Pantò, Laura Gonella.
This article aims to establish a parallel between the organizational models and the didactic architectures used by businesses to manage internal training. The objective is to understand whether so-called "eLearning 2.0" (eLearning based on the tools and approaches typical of web 2.0) can be useful in different frameworks and organisations. In this context, the paper looks at whether it is possible to identify a mutual process of adaptation among the organizational and training models we term didactic architectures.
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
Vision for learning in Europe in 2025Vision for learning in Europe in 2025eLearning Papers
Authors: Fabio Nascimbeni, Claudio Dondi and Stefania Aceto
The EU-funded Learnovation project worked between 2008-2009 to stimulate a consultation process aimed to lead to a collective and consensus-based new vision of eLearning in Europe.
E Learning and Learning Management Systems Advantages, Disadvantages and Sugg...ijtsrd
With the developing technology, different e learning concept has entered our lives. This new education model, which is very different from traditional education administration, has been adopted by the education community and learners. Thanks to this model that provides internet based training, it is possible to receive or give training without the concept of time and space. However, when the issue is a critical area such as education, this new method needs to be discussed and analyzed. First, the concept of e learning and learning management systems in the infrastructure of this new education model should be understood in detail. Determining the software modules that LMSs consisting of internet based software is a guide in this study. In addition, the advantages and disadvantages of this new education model were evaluated and presented item by item. At the end of the study, suggestions were given to the individuals or institutions who were educated with e learning model or developed LMS software. Gülleman Erdal | Erdal Erdal "E-Learning and Learning Management Systems: Advantages, Disadvantages and Suggestions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd36911.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/36911/elearning-and-learning-management-systems-advantages-disadvantages-and-suggestions/gülleman-erdal
The Modes of Pedagogical Innovation at the CRMEF Inventory and Perspectivesijtsrd
Pedagogical innovation is essential today as political discourse and a reference value for the society in general thus replacing the classic and monotonous education. The massive reforms of our days defines innovation on all levels of education concerning Also cood the policies educational institutional, the goals of training, that the practice educational of the teachers. And the training sector continues are no exception and are forced to transform to attract and retain initial and continuing education audiences whose behaviors and the expectations have changed dramatically Boughzala, 2018 . So, With importance growing granted To insertion professional of the youth graduates are increasingly asking themselves the question of performance of the different options educational towards this criteria. We propose in this article to examine more precisely the relationship between the methods of pedagogical innovation in different training modules for executives within the CRMEF of TAZA and the development of the quality of training for trainees. Abdelghani Slassi | Omar EL Ouidadi | Mazouak Abderrazzak "The Modes of Pedagogical Innovation at the CRMEF: Inventory and Perspectives" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57475.pdf Paper URL: https://www.ijtsrd.com.com/engineering/information-technology/57475/the-modes-of-pedagogical-innovation-at-the-crmef-inventory-and-perspectives/abdelghani-slassi
Designing for Change: Mash-Up Personal Learning EnvironmentseLearning Papers
Authors:Fridolin Wild, Felix Mödritscher, Steinn E. Sigurdarson.
Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Self-Regulated Personalized Learning (SRPL): Developing iClass’s pedagogical model
1. Self-Regulated Personalized Learning (SRPL): Developing iClass’s
pedagogical model
Aharon Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid
Ben-Gurion University in the Negev
Summary
This article reviews the development process of the pedagogical vision and model of iClass, 1 a self-
regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to
the needs of individuals. The conceptual methodology that guided this process is unique in its
attempt to structure the development for attaining coherent pedagogical results.
The iClass model has been developed as a direct response and corrective to the changing needs of
both educators and students in this postmodern/ digital era. In today’s global economy and labor
market scenario, iClass emphasizes the importance of personalized learning to reach Europe’s
educational goals (as stated in the Lisbon’s Objective of 2000), as well as for personal well-being.
Among the basic questions confronting the development of iClass, the model we present underscores
the importance of issues such as the decline of rational, strategic and mindful thought processes by
insisting on the need for developing self-regulated reflective learners who are able to make informed
choices and plan their learning process according to their own needs, interests and preferences.
By developing adequate tracking, profiling and matching capabilities, ICT can materialize the dream
of several generations of educators and thinkers. In this paper we argue that the development of a
system geared towards the personalization of learning must be accompanied by the development of
a set of pedagogical methodologies on three levels. However, since the realization of the SRPL goals
in European schools depends to a large extent on the usability of the pedagogical methodologies, the
major effort for future development based on SRPL will have to focus on refining and further
operationalizing them based on the evaluation of pilot experiments with teachers in schools.
Keywords: SRPL, learning platform, personalised learning, reflective learners
1 Introduction
The eclectic postmodern reality, reinforced by the digital revolution, presents educators and
organizations with a host of serious challenges and questions. Today’s education and pedagogical
modeling must take into account the radical changes that have occurred in virtually every aspect of
life. The iClass pedagogical model is developed as a direct response and corrective to the changing
needs of both educators and students in this postmodern/digital era. Among the basic questions
confronting the development of the iClass model concern the ways in which pedagogical modeling
can tackle the decline of rational, strategic and mindful thought processes, the ability to strategically
deal with and organize escalating amounts of information, and the recovery of a sense of self and
well-being. The iClass model underscores the importance of these issues by insisting on the need for
developing self-regulated reflective learners who are able to make informed choices, thoughtfully and
strategically direct and plan their own learning as well as tailor the learning process according to their
own needs, interests and preferences.
1
iClass (Intelligent Distributed Cognitive-based Open Learning System for Schools) is an integrated project funded under
the 6th Framework Program of the European Commission (Directorate-General Information Society); see
http://www.iclass.info for more information.
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2. 2 Methodology
The conceptualization of the iClass model stemmed from a broad reading of ‘postmodernity’, and
calls for the adaptation of European education systems to meet the challenges of the 21st century, in
particular those relating to the virtual/digital reality. In order to realize this transition, educational
thought must disconnect itself from the prevailing modes of of 20th century educational systems along
with their rigid dichotomies between school learning and education, on the one hand, and lifelong
learning or even higher education on the other; between formal/structured learning and informal/open
learning; between learning and human development (i.e., education);between book-based school
practices and the digital world of young learners. We believe that these issues must be addressed by
the pedagogical thinking and R&D efforts in the area of technology enhanced learning (TEL).
The development process of iClass began with the formulation of the basic questions and challenges
facing this process, and proceeded by an analysis of the relevant social, pedagogical and
psychological discourses. We relied on this analysis for formulating the model’s educational goals - in
light of a desired ideology (humanism in this case) - and their operational definitions. Beyond the
model, iClass continued to develop the methodologies for implementing its goals in schools as well
as the system platform for enhancing them. In more concrete terms, the project’s systematic process
entailed:
− Developing an integrative educational vision for optimizing the response to the challenges
facing European educational systems in the 21st century.
− Deducing from this vision and from desktop research in relevant areas an integrative
developmental pedagogical model for enhancing self-regulated personalized learning (SRPL)
to implement the visionary goals.
− Designing an ICT-based educational platform to support and enhance SRPL.
− Designing an “envelope” of pedagogical and change-enhancing operational methodologies to
support the introduction of such an educational process and platform in European educational
systems.
In this article, we mention the methodologies only briefly – the system and an in-depth treatment of the
methodologies are left for future articles.
Beyond the project’s products, its R&D process was unique in bridging the gap between the human
and social sciences on the one hand, and technological design and development on the other.
Through this meta-disciplinary discourse, the R&D process gradually evolved from the most
foundational layer of educational thought towards the most operational methodologies and
technology. This R&D process, which is geared towards producing coherent educational results, is
unique both in the industry and in European R&D projects, which are often motivated by economic
considerations or tend to focus on “imposing” available commercial services and products on
contexts of learning, or on technological developments whose relevance for the broad context of their
intended users has not been thoroughly considered.
EC funded projects such as ProLearn, TENCompetence, EU4ALL and lately Grapple use IMS
Learning Design to simplify the authoring and running processes and to create and execute Units of
Learning. Their goal is to optimize interoperability among systems, notations and specifications and
encourage a major focus on the learning process itself no matter what technology an end user could
use.
However, these projects and other initiatives focus their efforts on the flexibility and adaptability of the
learning curriculum whereas the SRPL model is more quot;user centeredquot; and thus is focused on allowing
users a growing level of autonomy and control while scaffolding their ability to reflect and experiment
with new learning approaches. It is assumed that these combined foci will increase the user's intrinsic
motivation and well being which are two issues that are currently mostly left unattended.
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3. We hope that by following such a process, we have created a tentative outline for a macro strategic
thinking on R&D processes in pedagogy and Technology Enhanced Learning in European societies,
which can contribute to similar large-scale processes.
3 The Primary Vision: Personalization and its Benefits
The ultimate goal of iClass has been to enhance personalized learning. Based on Cronbach & Snow
(1977) and Corno & Snow (1986) 2 , personalization is most generally defined as an adaptation of the
learning process and its content to the personal characteristics and preferences of the learner, as
much as possible.
Personalization can meaningfully contribute to a sense of both competence and autonomy (two of the
three significant conditions for fostering intrinsic motivation according to Self-Determination Theory;
see for example Ryan & Deci 2000, and below) and triggers the reflection of the learner on herself,
the learning process, and the relationship between the two. It has the potential to enhance
understanding, long-term memory, transfer and applicability of learnt content, or in other words, it
promotes learning how to learn and the possibility of becoming an effective lifelong learner (UK
Department for Education and Skills, 2006).
Specialists in the field of special education, for example, have been calling for the integration of
children with - what is still called - “learning disabilities” into regular classrooms and advocating the
pluralization and personalization of teaching and learning so that what today seems as a deviation
from the norm will be seen as a legitimate characteristic of one single approach to learning, namely,
the combination of learning styles, intelligences (in Gardner’s sense; 2004), interests, personal
temperaments, and so forth
Furthermore, on the organizational-economic levels, personalization is a sine qua non of the flexible,
ever-changing and adaptive Learning Organization (Senge 1990), which is the only organizational
form that can thrive in the postindustrial global economy. It allows positioning employees in roles that
best suit their capabilities by enabling them to become aware of their personal preferences and
interests and thereby to discuss with management the applicability of their roles to their personal
characteristics (Drucker 1993; Cunningham, 1999). Personalization impacts the organization’s ability
to forget and relearn, thus supplying the organization with the permanent initiative and creativity
necessary in today’s competitive global economy 3 . It is also a necessary condition for individuals’
ability to function effectively and satisfactorily in today’s hectic labor market.
Enhancement of personalization, and supporting an enhanced sense of autonomy and competence
(or personal empowerment), are values which stem directly from Humanistic European ideals and
support European educational goals (as stated in the Lisbon Objective of 2000, which were later
expanded at Gothenburg and then refined at Stockholm and Barcelona Also, lately, the bologna
process, 2005, which clarifies that quot; university is the trustee of the European humanist traditionquot;) 4 .
3.1 Personalization of Learning and ICT
ICT can contribute to personalization to an extent that was unimaginable, unfeasible or uneconomical
until a decade or two ago. By developing adequate tracking, profiling and matching capabilities, ICT
2
These theories refer to aptitude-treatment interaction (ATI), but they constitute this exact idea of personalization. There
has not been any complete and operational definition of personalization that we could locate in our literature review (which
is a familiar problem; see for example Waldeck, 2006), but we found this definition to be accurate and suitable as an initial
working definition.
3
Peter Drucker claimed that an organization, whose staff does not forget everything every four years at the most and is
unable to relearn everything from scratch, is doomed to fail.
4
[Lisbon Strategy, 2000]. The Lisbon Special European Council (Marsh 2000): Towards a Europe of Innovation and
Knowledge.// http://europa.eu.int/scadplus/leg/en/cha/c10241.htm. [Bologna Process, 2005]. Delivering on the
Modernisation Agenda for Universities: Education, Research and Innovationquot;
COM(2006)208 final, of 10.5.2006 - http://ec.europa.eu/education/policies/2010/doc/comuniv2006_en.pdf
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4. can materialize the dream of several generations of educators and thinkers in the fields of
constructivism, constructionism, learning styles, interests, intrinsic motivation, multiple intelligences,
open-learning (or distance leaning), and special education.
Personalization Technology (PT) is a fast emerging technology on the web which fosters information-
literate learners with the necessary multi-disciplinary skills to cater for anticipated life-long learning
(Fok & Ip, 2004). Mueller (et al 2001) has shown that the failure to incorporate personalization is one
of the central causes for the failure of e-learning models and projects.
3.2 Personalization of Learning and Prevailing Schools
It is the role of schools to prepare young people for the world of LLL and ongoing learning, and hence
for effective personalized and creative learning. It is their complementary role to enhance their
students’ ability and chances for leading a satisfying life and maintaining a sense of wellbeing in
today’s hectic environment or to equip them with the necessary tools in order to face (paraphrasing
Toffler’s 1970 title) the “present shock”. This in turn is a sine qua non for achieving higher levels of
social integration and active European citizenship, as well as decreasing senses of alienation
(especially among immigrants), violence and various addictions
These highly important goals of education, which are recognized by most educational authorities in
Europe and the West in general, stand in contradiction to the prevailing schooling structure, which is
still predominantly modern based (Aviram 2007). Hence schools and education systems have to be
changed, reformed and restructured (see Aviram 2007, 2008; Hargreaves, 1994; Fullan, 2007;
Sarason, 1982, 1990). Western schools often undergo a number of simultaneous change processes
which are intended to encourage schools to adapt to the new postmodern reality, relying among else
on the realizations described above. However, given the unsystematic and often merely declarative
nature of these change processes, they often lead to confusion, are counterproductive and even
contribute to the malaise of European schools (a fact elaborated and taken into account in the iClass
School Change Management Methodology).
Therefore, the development of a system geared towards the personalization of learning must be
accompanied by the development of a set of pedagogical methodologies on 3 levels:
1. Methodologies aimed at coherently formulating new practices and initiating their introduction
in schools in the support of using iClass:
− Classroom pedagogy methodology (see Aviram et al., 2007b, section 2)
− Content development methodology (Aviram et al., 2007b, section 3)
2. A methodology aimed at facilitating the incorporation of iClass in European schools:
− School change management (Aviram el al., 2007b, section 4) – Developed with the
understanding of the difficulty of introducing and supporting real and sustainable
change in educational institutions.
3. A methodology aimed at evaluating iClass in relation to the first 3 methodologies that
accompany it:
− Evaluation methodology (Aviram el al., 2007b, section 5)
Thus, we developed a package (consisting of a pedagogical model, 3 levels of envelope
methodologies, and a learning platform) aimed at bringing about the desired revolution in European
education, and driving forward the failed adaptation (Pelgrum & Plomp, 2004) from modern to
postmodern education. This transition is recognized by many thinkers and practitioners as urgently
needed (Hargreaves, 1994; Fullan, 2007; Sarason, 1982, 1990; Hernandez & Goodson, 2004;
Aviram, 2000, 2007, 2002; Abbott & Ryan, 2001, 1991; Perkins, 1992; Schlechty, 1990).
4 The Advanced Vision: From Personalization to SRPL
Since the beginning of the thinking process on the pedagogical model, we have been faced with three
basic questions/dilemmas:
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5. 1) Should personalization be carried out by automated customization (AC), in which the “machine”
tracks and profiles the learner and then automatically adapts the learning process and content to this
profile, Or should the learner (or in some cases the teacher) be in charge of actively and consciously
deciding the learner’s profile (and changing it whenever the need arises)?
The answer to this question seemed quite obvious to most members of the consortium. All of the
above advantages of personalization infer self-personalization, or in other words, they presuppose
the individual learner (sometimes aided and complemented by the teacher) as the conscious and
intentional initiator, leader and regulator of the learning process.
Nevertheless, as a first step in rethinking the desired vision and model, we launched a state-of-the-art
research survey in order to make sure that, indeed, the above statements are correct and are
substantiated by current relevant research. This systemic SoA survey indeed validated our basic
hypotheses. These are its conclusions:
− The researches examined were “lab” experiments (except in regard to personalization
according to knowledge level) because there has been hardly any empirical data on actual,
working personalized learning programs or even agreement on defining the concepts of
personalization (Waldeck, 2006).
− There are no generalized research or theory-oriented reasons to support the claim that
automated customization that operates independently of the self’s explicit knowledge and
engagement, can render learning more effective in any of the meanings mentioned above.
Surprisingly, this is the case, among others, in ability grouping or tracking, which many
teachers and schools hold as beneficial to learning results (Slavin, 1987; Wilkinson et al.
1999). With regards to learning styles, while there was a lot of interest during the 1980s and
early 1990s and many studies found that catering to LS increases motivation and
effectiveness in learning (for example Dunn & Dunn, 1987), these optimistic views have
since been harshly criticized particularly with respect to the validity and rigorousity of LS
research, and even the validity of the models themselves (Coffield, et al. 2004). Therefore,
today it is impossible to refute earlier findings, but it is clear that the research conducted is
not enough to support them and thus they remain inconclusive.
It is important to note that Wilkinson et al. (1999) placed individualization and ability
grouping very low (effect sizes 0.14 and 0.18 respectively) in ranking the effectiveness of
typical school based innovations or factors (Hattie’s average effect size of introduced
innovations is 0.40; 1992). But since this study was a very broad literature review, validating
this finding might require further examination of the methods and definitions used, especially
regarding individualization.
No. of Effects Effect Sizes
Reinforcement 139 1.13
Students’ prior cognitive ability 896 1.04
Peer tutoring 125 0.50
Homework 110 0.43
Ability grouping 3,385 0.18
Individualisation 630 0.14
Team teaching 41 0.06
Table. Effect Sizes for some school-based factors (Excerpted from Wilkinson et al. 1999)
− This clear-cut finding regarding transparent customization might have one exception that is
only partially relevant to most European schools—interests. Individual interest is defined as
built on stored knowledge about, and value of, a class of objects or ideas and leads to a
desire to be involved in activities related to that topic (Boekaerts & Boscolo, 2002). It can be
translated to the choice of subject matter or kind of learning activity. At this stage we cannot
state with sufficient evidence that this is indeed an exception, but there is some rigorous
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6. research that shows that catering learning to individual interests improves learning
(Boekaerts & Boscolo, 2002). More specifically, it improves attentional and retrieval
processes, acquisition of knowledge and effort expenditure (Hidi, 1990), and increases
persistence (Ainley et al., 2002). In addition, catering to individual interest increases intrinsic
motivation (Tobias, 1994; Boekaerts & Boscolo, 2002; Katz et al., 2006). This finding is also
valid in traditional-authoritative cultures (Katz & Assor 2003).
Thus, there are very good reasons to believe that letting the learner (sometimes with the aid of the
teacher) consciously choose or proactively explore her profile, as well as allowing enough options for
adapting the learning process in light of this profile, will lead to:
1. More effective implementation of the personalization process
2. Higher levels of intrinsic motivation, with its associated positive effects
It was therefore decided by the consortium that in order for iClass to support the development and
sustainment of intrinsic motivation, as well as the other advantages of personalization detailed above,
personalization has to accommodate choice and exploration of interests, and most importantly, the
learners themselves must be the ones in charge of their own profile.
Once the importance of self-personalization has been established, the next question was:
2) Which theoretical/methodological framework can best support self-personalization?
We found the self-regulated learning (SRL) framework to be the most natural basis for supporting
self-personalization. This framework requires:
− Regulation of learning (i.e., planning-practicing and monitoring-reflecting)
− That regulation is done by the self
The reason for grounding self- personalization on SRL is clear: self-personalization should be a
central element and goal of a learning process that is consciously, intentionally and mindfully
regulated by the self (on first-level learning as well as on the meta-level of personalization).
Importantly, self-regulation requires at least some extent of learner’s choice (depending on the
learning framework). It is meaningless to speak about self-regulation without planning, which allows
some degree (the more, the better) of free choice regarding the aim of learning or the learning
approach, or both. Allowing the learner to choose, by definition, means allowing her to choose
according to her preferences, and this allows some extent of self-personalization.
Thus the concept of self-regulated personalized learning (SRPL) was reached. SRPL stands for the
requirement of maximizing (for a given context and learning approach) the personalization of the
learning process, allowing for maximized self-regulation, and hence mindful and meaningful choice
by the learner.
Given that SRL has been defined as that which requires planning by the self, and hence some extent
of choice and self-personalization, why, then, use SRPL rather than simply SRL? Central views within
the literature on SRL emphasize the regulation process itself and perceive the self’s role mainly as
monitoring learning processes that were planned, completely or to a large extent, by others (a teacher
or a content provider). These central views certainly endorse planning, but do not seem to
acknowledge the need to give the learner a sufficient extent of choice regarding important or
meaningful parameters of the planning process, such as the aim of learning and the learning
approach (Zimmerman, 2002; Butler, 2002). Once both of these parameters are pre-given, planning
relates mainly to secondary technical issues that do not seem to make a real difference or be
meaningful to most learners (see Paris & Paris 2001). Thus, SRL largely fails to promote
personalization beyond secondary technical aspects of the learning process and to develop a
meaningful level of intrinsic motivation and its sustainment.
Moreover, while requiring regulation, SRL does not guarantee sustainable self-regulation since it is
improbable to expect the learner to truly regulate a process which she hasn’t fully planned according
to her preferences. The learner can “go through the motions” in a meaningless way, which is
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7. something that often happens in education, but this amounts to “learning how not to learn” rather than
learning how to learn (Holt, 1965, 1970; Kohn, 2000). While laying the foundation for rational thought
processes in learning (or in other activities), SRL scarcely supports self-personalization, intrinsic
motivation and even sustainable self-regulation.
Thus, the complete elaboration of SRPL was achieved by combining self-personalization and SRL,
mainly based on two dominant theories and their various derivatives:
− Self-Determination Theory, or STD (Ryan & Deci 2000; Assor 2008; Vallerand, 1997; Deci,
Eghrari, Patrick & Leone, 1994) — the arena of investigating the conditions needed to foster
quot;Intrinsic Motivationquot;.
− Theories and research on quot;Exploration quot; (Erikson, 1968; Flum & Kaplan, 2006; Kroger, 2000).
− Theories of quot;Choicequot; (Katz & Assor, 2006, in light of Self-Determination Theory; for example
Ryan & Deci, 2000, 2003).
− Theories of quot;Reflectionquot; (Stark ,1994; Saylor, 1990; Riley-Doucet & Wilson, 1997)
− Theories of quot;Autonomyquot; (Hayamizu, 1997; Tanaka & Yamauchi, 2000; Yamauchi & Tanaka,
1998; Aviram, 2007, 2008)
By opting for SRPL, the third question was:
3) What will be the role of AC (i.e., profiling, tracking and matching) - the contribution of innovative
technology to personalization - in the SRPL-based iClass system?
We responded by stating that AC will be the cornerstone of the system and will support SRPL
dimensions in two complementary ways:
− The profiling, tracking and the presentation of their results to the learners (on demand or
pushed by the system) are an essential element in the reflection processes required for
mindful and meaningful choice and personalization as well as for self-regulation. The
Learners’ tracked data can be analyzed (according to given parameters) and offers a wide
range of information of their past behaviors and choices. Records of both the choices and
journal reflection entries regarding those choices (before the choice, immediately after, or long
after the choice) will allow the learner to form a thought-out opinion about the choice. This
kind of support for choosing and for reflection on choice can boost metacognition, and first
and foremost self-regulation and personalization.
− While demanding extensive regulation and personalization by the learner, it is obvious that not
all choice supporting options and functions should be open to the learner at once and in all
circumstances. The learner needs time to gradually digest them, and they have to fit the
circumstances, subject matter, school policy, and learner’s SRPL maturity. Hence, in most
cases of system use, at least in the early stages and in most schools, many options will be
closed to learners and will be gradually opened. In such contexts, tracked information
(combined with teachers or other authorities’ input) can be used instead of learner choice.
5 The SRPL Pedagogical Model: Definitions and Key Concepts
The aim of the model is to support (as much as possible given the constraints in each specific context
and in light of various teaching/learning approaches) personalization embedded in self-regulation,
and the enhancement as well as reliance on intrinsic motivation.
Personalization
We began with a basic definition of personalization as an adaptation of the learning process and its
content to the personal characteristics and preferences of the learner, as much as possible.
Combined with the decision to opt for self-personalization as described above, this means that
adaptation should be based on processes of learner’s choice and exploration.
Choice
In order to define choice, it is important to clarify that merely supplying the learner with
1. multiplicity of options regarding as many aspects of the learning process as possible
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8. 2. the freedom to select any of these option
simply amounts to arbitrary picking when it does not involve mindfulness and meaningfulness.
Picking is an empty selection that does not support the expression of the individual’s deep
preferences and characteristics.
Thus, for picking to become choosing (and thus competence and autonomy supportive), two
conditions have to be met:
1. Support for mindfulness: mindfulness stems from deep understanding of both the semantic
meanings of the terminology related to the choice options and their practical meaning.
2. Meaningfulness of the choice: once there is understanding of the choice options—at least
some of the choices stem from their importance for the individual’s preferences and personal
parameters.
3. These conditions have to be accompanied by the 2 conditions for picking (which is a
precondition for choosing):
a) multiplicity of options
b) the freedom to select among them
Options in iClass are called choice options, or choice variables, each of which can take changing
values.
Experimentation
The drive for experimentation stands in tension to the need for attachment and a sense of security, as
the process involves a level of uncertainty, ambiguity, and incoherence. Negative emotions can also
trigger an exploration process (Waterman, 1982). This drive can be acted upon in response to certain
environmental features or stimulation such as:
− affordance of exploration opportunities (in addition to offering choice)
− allowance for risk taking and erring by legitimizing mistakes and presenting them as
necessary building blocks of any learning process (higher learning is characterized by
directed error probing, self-testing and self-questioning as means to correct errors and to
redirect learning strategies; see Rafoth et al., 1993; Ertmer et al., 1996)
In the context of iClass, experimentation can happen with any option, even at the level of picking.
Reflection
Defined in two complementing and mutually supportive senses that are required by self-regulation
and self-personalization:
− Task-reflection: reflection on the task or process of learning, including its wider context
(mainly metacognition). It can be carried out before (planning), during (monitoring) or after the
task.
− Self-reflection: reflection on one’s individual parameters, including preferences, values, goals,
abilities, styles, interests etc. This type of reflection increases self-knowledge, which is
needed for the enhancement of personalization, self-regulation and intrinsic motivation.
Exploration
A combination of experimentation and reflection, exploration is a behavior in which an individual
translates innate curiosity to a deliberate active experimentation or nonlinear search for information,
its examination, and evaluation in a self-reflective manner (a search for meaningfulness) (Flum &
Kaplan, 2006). A precondition for exploration is provision of a multiplicity of options and the freedom
to try any of them.
While mindful and meaningful choice relies on reflection before action, meaningfulness can be
achieved at any point in the exploration process, including in retrospect (via reflection) (Schon, 1983).
The aims of exploration are the same as the aims of choice: it expresses the learner’s desire to
maximize mindfulness and meaningfulness, but it allows doing so through an active search that can
be to a certain extent arbitrary or adventurous, trying various alternatives or variables/values, and
examining their relevance to the learner through self-reflection in any desired order.
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9. Exploration can promote a sense of competence and autonomy, and when done consciously, it can
be used to support the development of individual interests and is thus motivational. It thus plays an
important role in the development and identity formation of young people (Erikson, 1968; Kroger,
2000; Marcia, 1993). According to Marcia (1966), commitments (in important areas in one’s lives) are
formed following “a period of engagement in choosing among alternatives” (p. 551), i.e., exploration.
Vocational exploration includes self-reflection (on interests, abilities, and values) and experimentation
with and reflection on the educational and vocational options. It optimally leads to the establishment
of a coherent career plan, matching choices of education and vocation, and ultimately for
engagement in a meaningful work life (Flum & Kaplan, 2006).
Self-Regulated Learning
The survey of SRL models led us to choose Zimmerman’s operational and concise cyclical model of
SRL phases (Zimmerman 2002; Zimmerman & Tsikalas 2005) as a basis for SRL in iClass. It is
comprised of the following phases, which epitomize the operational aspects common among models,
and at the same time it is simple enough to be understood by teachers and learners alike, and can
thus lend itself more easily to mindful and autonomous use:
− Forethought: processes aimed at enhancing performance, which are done before learning.
Include metacognitive processes such as task analysis, goal setting, and strategic planning,
as well as self-motivation from sources such as task interest or values, self-efficacy beliefs
and intrinsic motivation.
− Performance: strategies aimed at enhancing the quality and quantity of the learner’s
performance. Include the use of metacognitive and behavioral self-control strategies that were
selected during the forethought phase such as strategies of imagery, self-instruction, attention
focusing and task strategies, and self-observation strategies such as metacognitive
monitoring and behavioral recording.
− Self-reflection: beliefs and processes that influence forethought concerning subsequent
learning efforts. Involves metacognitive self-evaluation of the performance (comparison of
self-observed performance against some standard, such as prior performance, others’
performance, or a standard of performance), as well as affective and motivational reactions to
the self-regulatory efforts, such as causal attributions to personal control, feelings of self-
satisfaction/affect, and adaptive rather than defensive self-reactions.
Intrinsic Motivation
Originates in factors within the person and exists when engaging in activities for their own sake
without expecting tangible payoff for efforts, intrinsic motivation is the inherent tendency to seek out
novelty and challenges, to extend and exercise one’s capacities, to explore, and to learn. Research
guided by scientists working in the framework of Self-Determination Theory (SDT; Ryan and Deci,
2000; Deci & Ryan 2000), specifically by Cognitive Evaluation Theory (CET), a sub-theory within
SDT, has focused on the environmental conditions (social and contextual) that facilitate and sustain,
or inhibit, self-motivation and healthy psychological development, and specifically intrinsic motivation,
self-regulation and wellbeing. Those psychological needs are:
1. Perceived competence
2. Sense of autonomy (self directedness)
3. Relatedness (sense of acceptance)
Perceived competence: A feeling of competence and efficacy during action. This can be supported by
gradual unveiling of new concepts and breaking tasks to sub-tasks according to the learner’s
progress, i.e., in a pace that is not too fast or too slow, but optimal for the learner’s ability to
understand.
Sense of autonomy (self direction): A perceived internal locus of causality, or self-determined
behavior. This need stems from the strive to feel and perceive that one does (in her life) what one
truly wants to do, that the things one does emanate from one’s true self, that one can fully endorse
what one does, and that one acts with a sense of choice and not out of external pressure or internal
compulsion created by feelings of shame or guilt.
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10. Relatedness (sense of acceptance): Relatedness is the immediate contextual support for autonomy
and competence — a sense of security. Proximal relational supports may not be necessary for intrinsic
motivation, but a secure relational base does seem to be important. Relatedness is supported by
language of acceptance, assessment of actions rather than of the individual, and group reflections
(forums, chats, and other communication tools).
6 The Relationship among the SRPL Model Entities
Once these definitions are clear, the relationship among them – or the model – is quite easy to grasp
(presented here briefly):
a. The SRPL model has three basic educational goals: personalization, self-regulation and
intrinsic motivation.
b. These aims are dependent and partially overlap. They support, complement, and enhance
each other.
c. To a large extent, one cannot meaningfully develop one without the others. In other words,
each of them is a necessary condition for the attainment of the others.
Image 1. The relationships among the SRPL model goals
7 SRPL vis-à-vis Teaching/Learning Approaches
SRPL is a normative prescriptive perspective rather than a specific teaching/learning approach. As
such, it is not limited to a single teaching and learning approach and acknowledges personal
differences among individual learners and teachers, varying learning situations, school-specific
pedagogical goals and cultures and wider social and cultural contexts. It facilitates the analysis of all
teaching/learning approaches, and supports the process of changing them if a change is desired.
Thus, the iClass pedagogical model aims to accommodate all teaching/learning approaches
(theoretical references to learning) and programs (practical references), as long as they allow a
minimal amount of choice, self-regulation and reflection, or in other words as long as they allow a
minimal amount of openness 5 .
5
The openness level of a learning process correlates to the:
• amount of choice options in a learning unit
• extensiveness of choice in all aspects of learning
• potential impact of these choice options on the learning process (they have to be non-trivial in order to have some
impact)
• support for reflection associated with these choices and the resulting learning process
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11. However, the more open an approach or program, the higher the SRPL level it permits, namely, its
functions are more meaningful to the individual student 6 . Open-endedness 7 is not a necessary
condition for openness. For example, a meaningful extent of openness can exist in close-ended
processes. We take this fact to be central in the possibility to introduce SRPL, iClass and its
accompanying methodologies into conventional schooling. For the sake of SRPL and iClass, open-
endedness is not important in itself but for allowing higher levels of openness.
Thus iClass, via its school change management methodology, should support teachers and learners
in gradually moving along two continua:
1. Toward open-endedness of the learning processes
2. Toward openness of the learning processes
These are continua (rather than dichotomous extremes), so varying levels of openness are possible,
as well as varying levels of open-endedness.
In order to enhance SRPL in all learning approaches, the SRPL model devises a 5-Dimensional
Matrix for Characterizing Teaching/Learning Approaches (see Aviram et al., 2007a, section 2.2). This
tool allows teachers to characterize their approach in a very concrete way, and on the basis of this
characterization use the following methodologies:
− Classroom pedagogy and content development methodologies (see Aviram et al., 2007b,
sections 2 and 3 respectively). These methodologies facilitate content authoring and
designing lessons in the framework of any approach in order to optimize the use of the level of
openness it initially allows for enhancing the SRPL goals.
− School change management methodology (see Aviram et al., 2007b, sections 4). This
methodology guides change agents within the school in aiding teachers to advance along the
openness and open-endedness continua.
8 Practicing SRPL
Given the flexibility of SRPL and iClass, it can be implemented in many ways with differing levels of
openness and choice and in various learning environments. For instance, iClass’s planning tool
enables the user (teacher or student) to determine for him or herself the level and extent of openness
and choice of the planning process. Users are able to define various aspects of the planning process,
from setting the goal of the plan, its sub-goals, activities and timeframes to setting reminders,
assessment modes and outcomes. Each of these aspects can either be locked for the students to
whom the plan is assigned (meaning that these aspects are predefined and thus do not enable choice
of options), or various options can be enabled for the students to choose from. The image and
experience of unlocking options (particularly the more central planning options) illustrate the profound
possibilities that SRPL harbors for enhancing intrinsic motivation and self-regulation. Naturally, in
more formal learning environments, the more significant elements of planning (setting the goal) will
most likely be locked for the students, however, with the gradual use of the planning tool, which in-
itself promotes awareness to the possibilities of openness, more and more aspects of the planning
process can be open to the definition and choice of each individual student, thus promoting the
personalization of learning.
The Application of SRPL and iClass underscores as well the reflection processes on all aspects of
the learning process. Students should be methodically encouraged to ask themselves why they have
chosen this or that option, or performed this or that activity, and indicate to themselves how their
choice relates to their interests, preferences and identity as a whole. Journal writing is therefore
6
Paris & Paris (2001) assert that when SRL per se is experienced as a developmental process that emerges from the
individual’s experiences rather than in a top-down teacher-centered pedagogy, it supports the development of the
individual’s identity as an LLLer who not only acquires skills, but also has the motivational drive to persist in learning and to
develop whatever skills and attitudes needed for supporting her identity as an intrinsically motivated learner).
7
The open-endedness of a learning process correlates to the level at which the goal of the learning process (e.g. the
subject matter to be known by the student, or skills she has to acquire, etc.) is undefined or known to the teacher or the
learner in advance. Thus, in open-ended processes the end result is not important or even known—the emphasis is on the
process, as long as it is driven by curiosity and a strive for meaning. In cases when the goal is predefined but there are
openings for some unexpected modifications of the goal, some level of open-endedness exists.
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12. deeply encouraged in both SRPL and iClass in order that students will learn not only about how they
learn, but also about themselves. Nevertheless, in SRPL, these reflection processes, in which the
learner takes a step back from their learning performance, go hand in hand with exploration and
experimentation processes, in which students can readily develop and expand their interests via
explorative endeavors. Thus, SRPL opts for an ongoing movement between reflection and
exploration so that the one does not inhibit the other.
9 Conclusion
The iClass model centers on learning how to learn. It offers the necessary tools to prepare young and
old learners alike (as well as organizations and SMEs), to make the right choices for themselves by
clarifying to themselves what they need and who they are via strategic planning processes as well as
reflective processes of self-understanding respectively. Moreover, it provides useful guidelines and
methodologies for creating a real change in today’s school systems. The model specifically centers
on the need for personalized education in which learners tailor the learning process to their interest,
needs, and abilities. The basic premise of iClass is that the three central mutually-supportive pillars of
personalization, self-regulation and intrinsic motivation combined, create not only a learning
environment which supports the development of autonomous individuals who are well prepared to
deal with the needs of today’s social and economic realities, but more importantly, enhance individual
well-being. We are well aware that the proof of the model lies in the usability of the platform’s
envelope methodologies as well as in the actual results of their implementation in schools. Based,
among else, on the results of the evaluation process (which was carried out according to the
evaluation methodology; see Aviram et al., 2007b, section 5 - the details of which exceed the scope
of this article), we have taken meaningful steps and will continue to refine and further operationalize
them on these two levels.
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17. Authors
Prof. Aharon (Roni) Aviram
Chair, Center for Futurism in Education
Ben-Gurion University in the Negev
roniav@bgu.ac.il
Yael Ronen
Researcher
Ben-Gurion University in the Negev
ryael@bgu.ac.il
Smadar Somekh
Researcher
Ben-Gurion University in the Negev
smadar.somekh@gmail.com
Amir Winer
Head of Research and Development
Ben-Gurion University in the Negev
Amir.Winer_CFE@yahoo.com
Dr. Ariel Sarid
Project Manager and Researcher
Ben-Gurion University in the Negev
arielsarid@gmail.com
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