Relevant bibliographies by topics / Individualised learning

Academic literature on the topic 'Individualised learning'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Individualised learning"

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Riding, Richard J., and Stephen Rayner. "The Information Superhighway and Individualised Learning." Educational Psychology 15, no. 4 (January 1995): 365–78. http://dx.doi.org/10.1080/0144341950150402.

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Wongvibulsin, Shannon, and Scott L. Zeger. "Enabling individualised health in learning healthcare systems." BMJ Evidence-Based Medicine 25, no. 4 (May 11, 2019): 125–29. http://dx.doi.org/10.1136/bmjebm-2019-111190.

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The rising burden of healthcare costs suggests that the healthcare system could benefit from novel methods that allow for continuous learning to provide more data-driven, individualised care at lower costs and with improved outcomes. Here, we present our synergistic Learning approach for Prediction, Interpretation/Inference and Communication (Learning PIC) framework to address the challenges hindering the successful implementation of learning healthcare systems and to enable the effective delivery of evidence-based medicine.
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Granger, Daniel. "Open learning and individualised distance learning at Empire State College." Open Learning: The Journal of Open, Distance and e-Learning 5, no. 1 (February 1990): 24–30. http://dx.doi.org/10.1080/0268051900050105.

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D'Annunzio, Anthony, and Doreen R. Steg. "Effects of Individualised Learning Procedures on Children with Specific Learning Disabilities." Developmental Medicine & Child Neurology 16, no. 4 (November 12, 2008): 507–12. http://dx.doi.org/10.1111/j.1469-8749.1974.tb03376.x.

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Blayney, Paul, and Mark Freeman. "Individualised interactive formative assessments to promote independent learning." Journal of Accounting Education 26, no. 3 (September 2008): 155–65. http://dx.doi.org/10.1016/j.jaccedu.2008.01.001.

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Forgor, Alhassan Tijani. "The impact of adopting of assessment for learning and adaptive learning system on students’ foreign language performance." LAPLAGE EM REVISTA 7, no. 1 (March 2, 2021): 221–28. http://dx.doi.org/10.24115/s2446-6220202171707p.221-228.

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Globalisation has made the learning of foreign language very important, however, to provide effective teaching and learning of foreign languages to achieve better performance (anticipated targets) is necessary to understand the factors influencing teaching, learning, and attainment of learning targets of students. Based on factors such as knowing of course content, knowing of assessment schedule, frequent assessment, feedback after assessment, the adoption of adaptive learning system, and individualized learning environment the paper examines their impact on effective teaching and learning as well as better performance of learners at RUDN University. Using sum of squares regression model, it was found that knowing of course content and frequent assessment positively influence effective teaching and learning, while frequent assessment, feedback after assessment, and an individualised learning environment promote better performance of students by helping attain anticipated targets during their foreign language course. This is instructive to stakeholders to take the necessary steps required to help enhance teaching, learning and performance of learners.
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Henfield, Val J., and Ros Waldron. "The use of competency statements to facilitate individualised learning." Nurse Education Today 8, no. 4 (August 1988): 205–11. http://dx.doi.org/10.1016/0260-6917(88)90150-5.

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Stognieva, Olga. "Efficiency of Individualised Resources in the Russian EFL Classroom." Journal of Language and Education 2, no. 4 (December 1, 2016): 63–74. http://dx.doi.org/10.17323/2411-7390-2016-2-4-63-74.

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In order to plan lessons that include effective instructional strategies, it is critical for teachers to be aware of student aptitudes, personality variables, learning strategies, interests, aspirations, and talents. This paper presents a way for Russian teachers to improve their students’ speaking abilities when learning foreign languages, called individualised resources, which are based on the concept of individualisation. Individualised resources are designed to help students to actively participate in the learning process, contribute to their productivity of learning and compensate for missing abilities when mastering foreign languages. In order to verify the effectiveness of this educational tool, qualitative and quantitative indicators were applied to a classroom-based study. Research findings illustrate how the approach enhanced the students’ speaking abilities in terms of purposefulness, richness of speech content and logical progression of speech. The results presented in the article indicate that this type of training may be sufficient to shape speaking skills when teaching English.
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Vourganas, Ioannis, Vladimir Stankovic, and Lina Stankovic. "Individualised Responsible Artificial Intelligence for Home-Based Rehabilitation." Sensors 21, no. 1 (December 22, 2020): 2. http://dx.doi.org/10.3390/s21010002.

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Socioeconomic reasons post-COVID-19 demand unsupervised home-based rehabilitation and, specifically, artificial ambient intelligence with individualisation to support engagement and motivation. Artificial intelligence must also comply with accountability, responsibility, and transparency (ART) requirements for wider acceptability. This paper presents such a patient-centric individualised home-based rehabilitation support system. To this end, the Timed Up and Go (TUG) and Five Time Sit To Stand (FTSTS) tests evaluate daily living activity performance in the presence or development of comorbidities. We present a method for generating synthetic datasets complementing experimental observations and mitigating bias. We present an incremental hybrid machine learning algorithm combining ensemble learning and hybrid stacking using extreme gradient boosted decision trees and k-nearest neighbours to meet individualisation, interpretability, and ART design requirements while maintaining low computation footprint. The model reaches up to 100% accuracy for both FTSTS and TUG in predicting associated patient medical condition, and 100% or 83.13%, respectively, in predicting area of difficulty in the segments of the test. Our results show an improvement of 5% and 15% for FTSTS and TUG tests, respectively, over previous approaches that use intrusive means of monitoring such as cameras.
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Kostolányová, Kateřina, Jana Šarmanová, and Ondřej Takács. "Adaptive Form of Elearning." International Journal of Information and Communication Technologies in Education 1, no. 2 (November 1, 2012): 55–67. http://dx.doi.org/10.1515/ijicte-2012-0005.

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Abstract Among classic and electronic forms of education, a new type is being considered - the individualised form of education. The main reasoning behind individualised education is to respect differences of individual students. This individualised form of education in connection with the ever-present ICT devices leads to a new form of education - adaptive eLearning: a form of educational process that is in harmony with individual needs of students. This article deals with the basic principles of creating adaptive learning environment; with the current conditions of this issue in the Czech Republic and abroad; and with the outline of possible solutions to the adaptive electronic teaching process. In the second half of the article, the structure of adaptive study aids is described in detail.
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Dissertations / Theses on the topic "Individualised learning"

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Wang, Dawei. "Enhancing individualised learning and interaction in online learning environments." Thesis, Robert Gordon University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491201.

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The quality of the student learning experience in an online learning course has raised many debates in educational studies. Evidence found in current literature indicates that individualised learning and interactive learning do contribute to the student learning experience in online learning courses. However, there is little evidence of any major studies that have tried to explore the impact of both individualised learning and interactive learning on the students' experience.
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Martin, Stewart. "Multimedia and individualised learning in GCSE English Literature." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/4442/.

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This research aimed to provide insight into the use and possible value of purpose built multimedia computer software for the study of English Literature. The software in question was developed in light of many years practical experience of teaching English Literature to secondary school students preparing for external examinations and was designed with the aim of improving their knowledge and understanding of particular works of literature. Informed by a critique of the main research findings about ICT use in learning and teaching since the period when computers were introduced into mainstream schools from the 1980s, the empirical research investigated two of the most prominent theoretical and practical perspectives that have been applied to understanding the relationship between educational resources and learning: Learning Styles Theory and Cognitive Load Theory. These two approaches and their associated instrumentation were applied in a quasi-experimental controlled empirical study in four schools in the north-east of England where the multimedia software was used with groups of students embarking on a study of Shakespeare's Macbeth for GCSE examination. Learning Styles theory and the instrumentation used (Kolb's LSI and Honey & Mumford's LSQ) proved less successful than Cognitive Load Theory in demonstrating reliability and validity and therefore in explaining the relationship between different instructional resources and individual learning. The theoretical integrity and usefulness of these two approaches is discussed and, in particular, the rationale behind the continued use of Learning Styles was explored via interview with school faculty who gave reasons of face validity; the pressure from external inspection; the mechanisms through which they were held professionally accountable; senior management and institutional policy; the legacy of initial teacher training; and established classroom practice. Students using the multimedia software demonstrated improvements in their knowledge and understanding of Macbeth equivalent on average to one GCSE grade above those not using the multimedia resource and Cognitive Load Theory was found to be successful in explaining this and in predicting the relationship between instructional resource and the learning gains of individuals. Limitations of the study are drawn along with conclusions for further research and for enhancing teaching and learning with multimedia resources.
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Bartholomew, Hannah. "Learning environments and student roles in individualised mathematics classrooms." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249584.

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Abbas, Ayman. "A modelling approach to individualised computer aided learning for geometric design." Thesis, University of Strathclyde, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324096.

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Mazza-Davies, Laurie Lynn. "Personalising Learning: Exploring the principles and processes of the IEP for young, gifted readers." The University of Waikato, 2008. http://hdl.handle.net/10289/2310.

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This small-scale qualitative, action research study sought to establish the efficacy of using the Individualised Education Programme (IEP) as an assistive tool towards the differentiation of reading programmes for young, gifted and talented readers. Despite a growing awareness about the importance of curriculum differentiation for all students, research indicates how little some classroom teachers do to meet the needs of gifted readers. The literature reviewed reveals how the prolonged mismatching of instructional reading programmes to the academic and emotional maturity of the gifted reader may well result in underachievement, and a diminished opportunity to learn how to react to challenge. In November 2006, the New Zealand Ministry of Education launched its personalising learning initiative, which promotes the active participation of students in their education by creating their own learning pathways. Students are encouraged to articulate their learning needs and preferences, and set goals in collaboration with their parents and family/whanau and teachers. With its underlying principles based on collaboration and communication, together with its seemingly flexible structure, this study utilised the IEP as a personalising learning framework for young gifted and talented readers, and as a differentiation tool for their teachers. Over a five month period, the researcher worked alongside three Year Two/Three teachers from an urban, decile five primary school as they each identified one gifted reader from their classes, and together with the student and the student's parents, set about planning and implementing an IEP, using strategies and approaches suggested by the literature as the most apposite for gifted readers. Data was gathered through in-class observations, participants' journals, focus group meetings, IEP meetings, and semi-structured interviews. This study reveals the use of the IEP holds great promise as a differentiation tool towards the personalisation of learning programmes for young, gifted readers. Each student attended his or her own IEP meetings, indicated their learning preferences and needs, helped to set his or her own learning goals, and assessed their own achievement using the IEP goal indicators. Significantly, for the teachers involved in this project, the IEPs proved not only useful as qualitatively differentiated planning frameworks for the students in the study, but many of the goals and strategies used proved pertinent for all children, in particular, for the 'top' reading groups. In this regard, IEPs proved to be 'work-smarter' tools for the teachers involved, serving as planning blueprints for the most able readers in their classes, thereby creating inclusive rather than exclusive conditions for the gifted readers. Furthermore, the insights gained by the teachers involved into the needs of their gifted readers ultimately challenged their personal teaching philosophies, and resulted in changes to their teaching practices for their gifted students.
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Svensson, Anette. "Teaching English in a diverse classroom: Difficulties and possibilities." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105863.

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The present study aims to explore in what ways teachers work in a heterogeneous classroom with particular focus on the students’ diverse knowledge of the English language – a diversity caused by the fact that there are numerous students who learn English in an informal context outside of school, at the same time as there are those students who do not. In order to explore this aim, a study was conducted where five teachers at upper secondary level were interviewed. The results show that this diversity is the most challenging part of working as an English teacher today as experienced by four of the five teachers. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more difficult task for the teacher to support every student’s individualised learning.
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Prior, Gerard Anthony. "Facilitating individualised learning solutions : the case of hospitality and tourism owner/managers in Greater Belfast." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/37194.

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This research addresses the question: How can the facilitation of individualised learning solutions for SME owner/managers be reconceptualised? In answering this question a questionnaire was utilised within a comparative case study design to conduct semistructured interviews. Subjects were drawn from a diverse range of hospitality and tourism firms including hotels, guest houses, pub/restaurants, coffee shops and a brewery. The research addresses wider issues affecting training and learning contexts rather than simply training alternatives. Such issues included, conceptions of learning, workplace learning environments, owner/learner identity, managerial skills and entrepreneurial talent. Consequently, conclusions were drawn highlighting that accessing learning solutions must be driven by the owner/manager. Such learning is identified as being available within the workplace or from the accessible open curriculum of the external environment. This open curriculum includes, working in other organizations, visiting benchmark firms as customers, accessing existing, or devising individualised training courses. This led to the development of the ‘owner/manager learner access model’ which reconceptualises how the owner/manager can move towards accessing individualised learning solutions. The model illustrates the positions of owner/managers in relation to their relative levels of activity in pursuing self-generated access to learning. From this, the requirement of a new layer of learning to help owner/managers develop a propensity for the acquisition of learning is identified. This layer is suggested as a pre-requisite to training in specific managerial skills. It involves equipping the owner/manager with the capacity to identify sources of new knowledge and skills and the ability to gain access to them. Two additional conclusions then emerge. Firstly, the ability to access self-generated learning is an entrepreneurial trait. Secondly, there is a link between delegation and moving to the domain of the self-generated learner. Delegation allows the time necessary to identify, develop and participate in new learning activities.
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Bunning, Karen. "Development of an 'individualised sensory environment' for adults with learning disabilities and an evaluation of its effects on their interactive behaviours." Thesis, City University London, 1996. http://openaccess.city.ac.uk/7938/.

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This thesis is about the development and evaluation of an intervention incorporating structured sensory stimulation. It was designed for use with adults with learning disabilities who were not yet intentional communicators. The intervention was termed an 'Individualised Sensory Environment' (I.S.E.). The main objective was to reduce the levels of non-purposeful engagement and to increase the levels of purposeful interaction. Appropriate opportunities for adaptive responding were organised by the provision of sensory stimulation that was identified as personally motivating to the individual. The reinforcing sensory experience was contingent on the participant's responses. The focal sensory domains of the intervention were the tactile and vestibular systems for input, and the proprioceptive for participant response feedback. An alternating treatments design was used to evaluate the effects of the intervention (I.S.E.) on engagement levels of participants. An attention placebo condition was also used. The participants attended a social service's Day Centre and formed therapy groups whose membership ranged from two to four, based on their location within the service's structure. Groupings were then randomly assigned to two experimental groups, the order of interventions for one being the reverse of the other. Data was collected by systematic observation of participant's engagements in the natural environment: at baseline, after each phase of therapy and at two follow-up points. Analysis of variance was the main method of statistical interpretation. The results showed that high levels of non-purposeful behaviour were emitted at baseline when compared with the construct purposeful interaction. When the intervention (I.S.E.) was introduced, a significant decline in the level of non-purposeful behaviour was observed, which maintained its new lower level up to one month after the termination of therapy. The placebo condition also effected a similar change initially. However, a significant increase in purposeful interactions was only observed after a phase of the 'Individualised Sensory Environment'. Some limitations of the study are discussed and recommendations for future work are indicated.
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Merricks, Beverley Ann. "The use of a self-regulated learning conceptual framework to investigate students' engagement with individualised feedback from summative clinical examinations at a UK medical school." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7938/.

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Research regarding students’ engagement with feedback from objective structured clinical examinations (OSCEs) is currently limited. Medical students at the University of Birmingham are provided with individual comments from examiners on their performance in summative OSCEs. This thesis explores student engagement with feedback in this context, and if engagement differs depending on the level of performance in the OSCE. A self-regulated learning (SRL) conceptual framework was devised to illustrate how effective learners incorporate feedback into their learning routines, highlighting the role of reflection in this process. Three empirical studies were conducted to appraise the SRL framework. An interview study (N=11) found that students at different performance levels in the OSCE had contrasting approaches to engaging with their feedback. However, two questionnaire studies (N=180 & 233) with sub-scales to assess the level of student engagement with feedback and their propensity to reflect on their learning, found that the majority of respondents claim to cognitively engage with feedback, whilst a lower number act to improve clinical skills or knowledge. The majority of the respondents were assessed as being reflective learners. Therefore there was no association between performance levels and these attributes. There was a statistically significant association between the engagement and reflection scales, suggesting that these may be related as hypothesised in the SRL conceptual framework, but a causal relationship cannot be asserted from these results. The findings of this research indicate a gap in the current level of engagement with feedback between cognitive engagement and action. Suggestions are made for activities to ameliorate this situation, which may be relevant for similar contexts.
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Willis, Karen Felicity. "An examination of forms of knowledge in individualised programmes of work-based learning in higher education : a case study of perceptions of students in a UK university." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573486.

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Debates over the role of universities often contest the balance between public good and private benefit. UK government policies have promoted work-based learning programmes in higher education as a means of improving the national economy. This research examines knowledge in work-based learning where curriculum is individually negotiated around each student's work role and projects, questioning the knowledge base legitimated by universities in these awards. The literature used draws on three main areas of thought, concerning the purposes of universities in society, everyday knowledge in the curriculum, and theories related to the curriculum of work, including reflection on practice. The investigation uses an interpretivist approach to examine a sample of students' perceptions of the forms of knowledge being gained, and explores the extent to which academic recognition is premised on their own experience and privileges personal knowledge. Through semi-structured interviews a model encompassing different forms of codified and uncodified knowledge is used as a tool for both questioning and analysis. The relative importance of different knowledge types, of theory and of reflection in students' learning is established, supported by qualitative data providing further evidence to illuminate their perspectives. The findings show that, although students report personal development and benefits, the most significant source of learning is everyday knowledge derived from reflection on experience, rather than new knowledge gained from broader academic or professional sources: The conclusion drawn is that this challenges the capacity of these programmes to fulfil the stated policy aims of employment-related higher education. Furthermore, the knowledge base appears. to blur the boundaries between different forms of knowledge with limited evidence of the use of wider theory or explanatory concepts from subject disciplines. Concerns over the university's role in the equating personal knowledge with conceptual knowledge are located in the broader discourse of personalisation and relevance in educational curricula.
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Books on the topic "Individualised learning"

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Board, Construction Industry Training. Resource based and individualised learning. [s.l.]: CITB, 1991.

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Wilberg, Peter. Business English: An individualised learning programme. Hove: LTP, 1990.

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Parfitt, Tony. Resource-based learning: Evaluating an approach to individualised learning in some East Devon secondary schools. Exeter: Curriculum and Resources Centre, School of Education, University of Exeter, 1986.

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Reynolds, Claire. Differentiation and individualised learning in the nineties. More difficult than it seems?. Cardiff: CIHE, 1995.

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Riding, Richard J. The computer determination of learning styles as an aid to individualised computer-based training. Sheffield: Employment Department, 1990.

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1945-, Brimijoin Kay, and Narvaez Lane 1951-, eds. The differentiated school: Making revolutionary changes in teaching and learning. Alexandria, Va: Association for Supervision and Curriculum Development, 2008.

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Carbo, Marie. Teaching students to read through their individual learning styles. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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1930-, Dunn Rita Stafford, and Dunn Kenneth J, eds. Teaching students to read through their individual learning styles. Boston: Allyn and Bacon, 1991.

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Wilberg, Peter. Business English: An individualized learning programme. Hove: LanguageTeaching Publications, 1990.

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Inspectorate, Great Britain Department of Education for Northern Ireland Education and Training. Report of a survey of college development planning processes and piloting of individualised student learning agreement in colleges of further and higher education in Northern Ireland: Inspected: 1998/99. Bangor: DENI, 1999.

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Book chapters on the topic "Individualised learning"

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Thornley, Christina, and Trevor Mcdonald. "Individualised Professional Learning." In Processes of Inquiry, 117–31. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-531-4_7.

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Mitchell, Sue, and Karen Thorpe. "Assessment, early identification and individualised learning." In Disability and Inclusion in Early Years Education, 26–56. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315637877-3.

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Hummel, Hans, Bert van den Berg, Adriana Berlanga, Hendrik Drachsler, José Janssen, Rob Nadolski, and Rob Koper. "Individualised Navigation Services in Learning Networks." In Learning Network Services for Professional Development, 75–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00978-5_6.

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Gitelman, L. D., and A. P. Isaev. "Individualised Learning Trajectories for the Professional Growth of Managers in the Energy Sector." In Innovation and Discovery in Russian Science and Engineering, 235–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75702-5_27.

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Neugebauer, Romain, Michael J. Silverberg, and Mark J. van der Laan. "Individualized Antiretroviral Initiation Rules." In Targeted Learning, 435–56. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9782-1_26.

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Jeger, Kerstin. "Preface: Individualized Digital Learning." In Digital Marketplaces Unleashed, 101–4. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-49275-8_12.

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Birtwistle, Tim, and Robert Wagenaar. "Re-Thinking an Educational Model Suitable for 21st Century Needs." In European Higher Education Area: Challenges for a New Decade, 465–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.

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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.
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Bull, Susan. "Individualized Recommendations for Learning Strategy Use." In Intelligent Tutoring Systems, 594–603. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45108-0_63.

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Jakobsen, Markus Maageng, Mads Nyborg, and Andrea Valente. "Towards a New Tool for Individualized Content Delivery in Classrooms." In Learning and Collaboration Technologies: New Challenges and Learning Experiences, 46–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77889-7_4.

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Zhu, Xudong, and Jian Li. "Analyzing “Collective Individualism Learning”: Implications and Values." In Classroom Culture in China, 29–42. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1827-0_3.

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Conference papers on the topic "Individualised learning"

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Divjak, Marko, Valentina Prevolnik Rupel, and Kristijan Musek Lešnik. "DO DIFFERENT PERSONALITY TYPES OF ONLINE STUDENTS REQUIRE INDIVIDUALISED PEDAGOGICAL APPROACHES?" In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1085.

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Trausan-Matu, Stefan. "OC-21 Are individualised curricula the future of paediatric e-learning?" In 8th Europaediatrics Congress jointly held with, The 13th National Congress of Romanian Pediatrics Society, 7–10 June 2017, Palace of Parliament, Romania, Paediatrics building bridges across Europe. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313273.21.

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Johnston, Mary, Louise Free, Ruth Bacon, and David Barclay. "P-112 Individualised care planning for dying patients – audits to improve practice." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.137.

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Maschio, Irene Campagnolo, and Konstantina Chatziargyriou. "P-138 Group exercise with individualised goals and physical and psychosocial wellbeing in palliative care." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.163.

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Jerkovic, Ljiljana, and Mile Ilić. "THE CONCEPT OF MULTIFACETED TEACHING AND LEARNING IN THE INCLUSIVE CLASSROOM." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.125j.

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Thispaperexpoundsfurther multifacetedteachingandlearningin the contemporary classroom, by taking into account a selection of thematically relevant research papers on this new concept and inclusive education. The analytic-synthetic method and the comparative method are used to identify thematically appropriate postulates of present-day didactic paradigms (rationalist, constructivist and phenomenological) and modern didactic theories (critical-constructivist, critical-communicative, theory of teaching and learning, curriculum theory, theory of developmental instruction), which the concept of multifaceted teaching and learning in inclusive education can productively be grounded in. Also considered is the possibility of use of the concept of synchronised multifaceted teaching and learning with developmentally diverse students, who differ in terms of cognitive, affective and creative potential and need for knowledge and creativity, in combination with different models of inclusive instruction (interactive, individualised), and other models, systems and strategies of instruction. These insights allow for a more sound basis for educational innovation, as well as preparation and implementation of development and research projects and university faculty development programmes.
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Āriņa, Baiba, Tatjana Koķe, and Nora Jansone-Ratinika. "Representation of the Student-Centred Learning Approach on University Website." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5593.

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The topicality of the change of the educational paradigms in the national and global context forms a necessity and challenge for the higher education system to undergo the dynamic change in moving towards more individualised education process. The student-centred learning (SCL) approach as a topical form of implementation of the educational process conforms to the needs of contemporary society and as such advances growth at both individual as well as institutional level. The University website provides an insight into the implementation of the educational process by representing the mindset, values, and positions of individuals at the University. The aim of the research is to evaluate the representation of SCL approach on the Rīga Stradiņš University (RSU) website, thus offering conclusions and recommendations for its development. The results from the analysis of the descriptions of study programmes confirm that the representation of student-centred approach is taking place, however, it should be improved in such aspects as students’ and lecturers’ relationships, lecturers’ competencies, implementation of the partnership, and the digitalisation of the study process.Keywords: Student-centred learning, university website, representation.
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Scutaru, Gheorghe, Elena Cocorada, Mariela Pavalache, Anna Marina Scapolla, Massimo Mustica, and Dominic Kristaly. "Enhanced individualized learning environment." In the 1st ACM international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1389586.1389654.

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Zhang, Xiaoyan, Lufeng Cao, and Yipeng Yin. "Individualized learning through MOOC." In the 2016 International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/3028842.3028855.

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Simonova, Ivana, Petra Poulova, and Pavel Kriz. "E-application for individualized e-learning." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644688.

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Simonova, Ivana, and Petra Poulova. "E-application for individualized e-learning." In 2013 IEEE 11th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2013. http://dx.doi.org/10.1109/iceta.2013.6674457.

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Reports on the topic "Individualised learning"

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Willis, Matt, Eilish Marie Tucker, Elaine Marie Raybourn, Matthew R. Glickman, and Nathan Fabian. Real-time individualized training vectors for experiential learning. Office of Scientific and Technical Information (OSTI), January 2011. http://dx.doi.org/10.2172/1010417.

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