Abstract
Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in the learner’s mind. Through a literature survey, we analyze constitutive dimensions of this inner sense of personalisation. Here, we devote special attention to confronting learners with tracked information. Making their personal interaction footprints visible contrasts with the back-office usage of this data by researchers, instructors or adaptive systems. We contribute a prototype designed for the Moodle platform according to the conceptual approach presented here.
Original language | English |
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Title of host publication | Learning in the Synergy of Multiple Disciplines |
Subtitle of host publication | 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29–October 2, 2009 Proceedings |
Editors | Ulrike Cress, Vania Dimitrova, Marcus Specht |
Publisher | Springer-Verlag Berlin Heidelberg |
Chapter | 7 |
Pages | 52-66 |
Number of pages | 15 |
Volume | 5794 |
ISBN (Electronic) | 9783642046360 |
ISBN (Print) | 9783642046353 |
DOIs | |
Publication status | Published - 2009 |
Event | 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines - Nice, France Duration: 29 Sep 2009 → 2 Oct 2009 Conference number: 4 |
Conference
Conference | 4th European Conference on Technology Enhanced Learning |
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Abbreviated title | EC-TEL 2009 |
Country | France |
City | Nice |
Period | 29/09/09 → 2/10/09 |
Keywords
- personalisation
- self-regulation
- VLE
- learner support
- learner tracking