Journal articles: '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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Tasić-Mitić, Ivana. "Teaching delivered at varied degrees of difficulty in accordance with individualised learning." Godisnjak Pedagoskog fakulteta u Vranju 9, no. 2 (2018): 223–30. http://dx.doi.org/10.5937/gufv1802223t.

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Muir, Tracey, Kim Beswick, and John Williamson. "Up, close and personal: teachers' responses to an individualised professional learning opportunity." Asia-Pacific Journal of Teacher Education 38, no. 2 (April 20, 2010): 129–46. http://dx.doi.org/10.1080/13598661003677598.

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Wu, Huey-Min. "Online individualised tutor for improving mathematics learning: a cognitive diagnostic model approach." Educational Psychology 39, no. 10 (August 2, 2018): 1218–32. http://dx.doi.org/10.1080/01443410.2018.1494819.

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Bălan, Oana, Alin Moldoveanu, and Florica Moldoveanu. "Multimodal Perceptual Training for Improving Spatial Auditory Performance in Blind and Sighted Listeners." Archives of Acoustics 40, no. 4 (December 1, 2015): 491–502. http://dx.doi.org/10.1515/aoa-2015-0049.

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Abstract The use of individualised Head Related Transfer Functions (HRTF) is a fundamental prerequisite for obtaining an accurate rendering of 3D spatialised sounds in virtual auditory environments. The HRTFs are transfer functions that define the acoustical basis of auditory perception of a sound source in space and are frequently used in virtual auditory displays to simulate free-field listening conditions. However, they depend on the anatomical characteristics of the human body and significantly vary among individuals, so that the use of the same dataset of HRTFs for all the users of a designed system will not offer the same level of auditory performance. This paper presents an alternative approach to the use on non-individualised HRTFs that is based on a procedural learning, training, and adaptation to altered auditory cues.We tested the sound localisation performance of nine sighted and visually impaired people, before and after a series of perceptual (auditory, visual, and haptic) feedback based training sessions. The results demonstrated that our subjects significantly improved their spatial hearing under altered listening conditions (such as the presentation of 3D binaural sounds synthesised from non-individualized HRTFs), the improvement being reflected into a higher localisation accuracy and a lower rate of front-back confusion errors.

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van Ryneveld Grove, Helen. "Individualisation in the Multicultural Teaching-Learning Situation." Gifted Education International 9, no. 1 (January 1993): 59–63. http://dx.doi.org/10.1177/026142949300900113.

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This article aims to indicate that an individualised approach is imperative for the successful teaching of multicultural pupil populations. The cultural plurality displayed by the South African population is first dealt with, whereafter the educational needs which evolve from the cultural plurality are identified. The process of educational change is described in terms of Kuhn's idea of the structure of scientific revolutions as it pertains to the South African situation. Appropriate instructional measures for meeting evolving educational needs are suggested. These measures are largely based on Lynch's model of instructional strategies which illustrates the process of matching curriculum and pupil information with a view to achieving equity in educational provision.

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Mpotos, Nicolas, Bram De Wever, Nick Cleymans, Joris Raemaekers, Martin Valcke, and Koenraad G. Monsieurs. "Efficiency of short individualised CPR self-learning sessions with automated assessment and feedback." Resuscitation 84, no. 9 (September 2013): 1267–73. http://dx.doi.org/10.1016/j.resuscitation.2013.02.020.

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Railienė, Laima. "INDIVIDUALISED AND DIFFERENTIATED TASK USE IN THE GEOGRAPHY LESSON: A FEW TASK APPLICATION METHODOLOGY ASPECTS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 15, no. 2 (December 15, 2018): 72–80. http://dx.doi.org/10.48127/gu-nse/18.15.72.

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In Lithuanian general education schools, the main attention has to be drawn to a student in the students’ teaching/learning process, to his personality development. The student himself has to be an active teaching/learning process participant but not a passive listener in the lesson. Not only subject or general competencies, positive emotions are acquired when students actively take part in the lesson, do a particular task but also students are made to involve critical thinking into their activity. Not so few other general education subjects taught at school are integrated into geography subject teaching/learning programme. Learning geography, students very often have to use their history, biology, chemistry, physics, natural science and other subject knowledge. Every student’s individual abilities are also of quite a big importance learning geography. Seeking for the students to easier acquire the provided knowledge, learn to learn independently during geography lessons, be able to apply this knowledge in practice, it is important to concentrate students’ attention and activity, to encourage their creativity. It is very important for the students to learn to work individually and in a group. The most important thing is not only to acquire knowledge and general competencies but also learn to learn! Geography subject teaching is inseparable from information and communication technologies (ICT), which diversify geography teaching a lot. Using them, one can assign for the students to do practical tasks, their knowledge from geography subject can be checked. Also, it is very important that the use of ICT in the lesson allows students to acquire more self-confidence, because very often students carry out such tasks independently. Independent work task assignment in the lesson is very useful for those, who have less abilities. They need more time for carrying out the tasks. The tasks carried out independently during geography lessons, allow students to acquire geography knowledge and general competencies under favourable conditions, at a favourable pace of learning. Considering that not equal ability students take part in the lesson, it is important to model the lesson so, that all students successfully realise themselves in it, acquire the maximum knowledge and abilities. For that, it is necessary to individualise and differentiate the tasks for the students. The tasks have to be selected both for higher and lower ability students. Teaching geography, a few student individualisation and differentiation application methods are possible. It depends on whether a new teaching topic is given in the lesson, whether it is a revision, knowledge generalisation lesson. Individualised and differentiated tasks can be applied during the whole geography lesson. Students can be given individualised and differentiated tasks, doing concrete tasks, for example, during students’ independent work task. It is important to share the experience about the application of individualised and differentiated independent students’ work methods and tasks in the geography lesson, to reveal the importance of this method, seeking students’ geography subject and general competencies, taking into account students’ individual possibilities. In the article, geography lesson of this kind is given in the 6th form on the topic “Weather description”. Keywords: subject (geographic) and general competencies, teaching individualisation and differentiation.

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Keenan, Julia, Fiona Poland, Jill Manthorpe, Cathryn Hart, and Esme Moniz-Cook. "Implementing e-learning and e-tools for care home staff supporting residents with dementia and challenging behaviour: A process evaluation of the ResCare study using normalisation process theory." Dementia 19, no. 5 (September 30, 2018): 1604–20. http://dx.doi.org/10.1177/1471301218803195.

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Dementia-related symptoms, sometimes termed challenging or distressing behaviour, can give rise to significant distress in care homes. Individualised formulation-led interventions show promise in reducing these behaviours. ResCare, a cluster randomised controlled trial in England, tested an online individualised intervention, comprising e-learning and decision support e-tools, designed to enable staff to better support residents with such symptoms. Normalisation process theory was used to understand the implementation processes. We analysed contextual process data for all 27 ‘intervention’ care homes and identified three implementation mechanisms. These were examined for four illustrative case study homes. Seven qualitative interviews with care home staff and one interview with two research therapists informed this understanding. The main barrier to implementation was difficulty in conveying a sustained understanding of the value of individually tailored interventions. Emphasis was placed on training rather than practice change. Implementation seemed easier in smaller homes and in those with flexible managerial styles where transfer of knowledge and skill might have been easier to achieve. Take up of e-learning and e-tools proved hard. There may be a need to continually promote ‘buy-in’ of the potential benefits of individualised formulation-led interventions, and this would have to be congruent with other priorities. Interventions within care homes need to consider organisational readiness, capacity for innovation and ongoing appraisal and adjustment to maintain changes in practice.

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Crichton, Susan, and Ellen Kinsel. "Learning Plans as Support for the Development of Learner Identity: A Case Study in Rural Western Canada." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 213–26. http://dx.doi.org/10.7227/jace.8.2.7.

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The development of a complex, multi-faceted sense of self can increase student achievement and self-confidence. Individualised learning plans link the personal and social identities of students with the academic curriculum, mapping a pathway to activities appropriate to needs and goals and the development of an increasingly complex sense of self.

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Garcia-Vidal, Carolina, Catia Cillóniz, and Antoni Torres. "Macrolide combination therapy for hospitalised CAP patients? An individualised approach supported by machine learning." European Respiratory Journal 54, no. 6 (December 2019): 1902111. http://dx.doi.org/10.1183/13993003.02111-2019.

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Svensson, Annette. "The Challenge of Teaching English in a Heterogeneous Classroom." Educare - vetenskapliga skrifter, no. 2 (January 1, 2017): 56–80. http://dx.doi.org/10.24834/educare.2017.2.3.

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The present study aims to explore in what ways teachers at upper secondary level work in a diverse classroom with particular focus on the students’ heterogeneous knowledge of the English language. This heterogeneity, the participants experience, is primarily caused by the discrepancy between those students who use English to a great extent outside the classroom through, for example, frequently playing computer games, and those students who do not use the English language at all outside a school context. In order to explore this aim, a pilot study was conducted where five teachers at upper secondary level were interviewed. The results show that this heterogeneity is their most challenging part of working as English teachers today. 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 teachers to support every student’s individualised learning. The results further show that despite the teachers’ attempts to differentiate the English education, there is a lack of, and need for, strategies that are useful to support an individualised learning in a heterogeneous classroom.

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Cope, Peter. "Adult learning in traditional music." British Journal of Music Education 22, no. 2 (July 2005): 125–40. http://dx.doi.org/10.1017/s0265051705006108.

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This study is based on interviews carried out with 13 adult learners of traditional fiddle playing. The average age of the learners was 56 and they had been learning to play for between 2 and 20 years. All of the interviewees had taken music at school but none of them had been stimulated to participate further in any significant sense. The aspiration to learn to play the fiddle had various sources. Learning usually took place through traditional workshops and through the medium of the tune rather than through scales and exercises. Only one of the participants took regular conventional individualised lessons. They tended to take a pragmatic stance with regard to technique, looking for technical advice when they came up against barriers to progress. The music they played was within an aural culture and most of them learned by ear although they tended to regard notation as a useful supplement. All of them played in some sort of social context and all of them described an immense sense of pleasure and achievement from their playing. It is suggested that this kind of informal learning may have implications for learning to play instruments at school.

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Sheng-Hung, Chung. "Course delivery and module learning via learning objects (knowledge map) in mobile learning environment." Asian Association of Open Universities Journal 7, no. 1 (September 1, 2012): 43–54. http://dx.doi.org/10.1108/aaouj-07-01-2012-b004.

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This paper focuses on the integration of the learning objects and knowledge map as the learning sequence suggestion in the mobile learning environment and explains the technologies involved, the applications and the issues of usability, accessibility, evaluation and effectiveness. Mobile learning has open up new path for learning support and opportunities to reach wider audience (learner) for education. This research focuses on using the knowledge map to store the characteristics of each learning object via concept schemas and represent the corresponding learning accessibility in the mobile learning environment. The proposed architecture provides a medium for the learning accessibility of learners through mobile applications and wireless portable devices such as smart phones, PDAs and tablet PCs. The approach using the combination of "touch" and "observe" spatial learning objects provides an intelligent solution to creating, sharing and improving the efficiency of mobile learning. The proposed mobile learning environment architecture consists of knowledge map components mainly, navigation, concept schemas and learning object path. By using these knowledge structures, this study may enhance and enrich the concept and activity of adaptive learning in different individuals and communities. The spatial knowledge map constructed was useful in identifying the characteristics of the learning objects (e.g., learning object 1: lesson with navigating sentences, learning object 2: lesson with navigating sentence and code explanation, etc) and automatically matches the most appropriate learning contentand path suitable for learners. The architecture of the platform discussed in this study using the learning objects approach and knowledge map would facilitate a more widespread use of mobile learning, including courses or modules delivery of individualised learning path and learning style analysis.

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Stelmaszczyk, Karol. "Developing an Individualised Assessment for KS1 & 2 pupils with profound and multiple learning difficulties." Support for Learning 33, no. 3 (August 2018): 240–54. http://dx.doi.org/10.1111/1467-9604.12216.

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Rogerson-Revell, Pamela M. "Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions." RELC Journal 52, no. 1 (January 21, 2021): 189–205. http://dx.doi.org/10.1177/0033688220977406.

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This viewpoint essay considers the current status of computer-assisted pronunciation training (CAPT) before examining some of the current issues and future directions in the field. The underlying premise is the pedagogic potential of CAPT systems and resources for teaching and learning, and the need for greater synergy between technological design and functionality on the one hand, and pedagogic purpose on the other. Some of the key issues examined include providing accurate and individualised automated feedback for pronunciation, for both learning and assessment, and evaluating the effectiveness of CAPT tools and systems. When considering future directions, the discussion focuses on what aspects of pedagogy are likely to be at the forefront of developments, including ubiquitous learning; intelligent tutoring and authentic interaction; and goal-oriented, task-based learning.

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Margalit, Malka. "Understanding Loneliness among Students with Learning Disabilities." Behaviour Change 8, no. 4 (December 1991): 167–73. http://dx.doi.org/10.1017/s0813483900006641.

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The aim of this study was to investigate the feelings of loneliness among students with learning disabilities (LD) and to identify subgroups according to their loneliness characteristics. The sample consisted of 76 students from seven self-contained classes for LD students within regular schools in all parts of Israel. The instruments included self-reported loneliness and social skills scales, teacher ratings of behaviour disorders, and peer ratings of social acceptance. The following factors predicted the students' feelings of loneliness: peer acceptance, social skills, and computer activities, explaining 32% of the variance. Using cluster analysis for the loneliness and behaviour disorder factors, four subgroups of students were identified. They differed along their levels of loneliness, presence of disruptive behaviour (internal validation) and social skills (external validation). The results emphasised the need to consider loneliness levels and manifestations of disruptive behaviour in attempts to conceptualise these students' difficulties and to plan individualised intervention programs. Further research, focusing on the impact of the intervention on the subjective experience of loneliness, may advance our understanding of the students' needs.

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Crowhurst, Paul, and Linley Cornish. "Factors in Agency Development: A Supervisory Teaching Perspective." Australian Journal of Teacher Education 45, no. 9 (September 2020): 24–41. http://dx.doi.org/10.14221/ajte.2020v45n9.2.

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Promoting student agency is an emerging priority in education. Supervisory teaching is a potentially useful approach for supporting agency development. This approach includes two characteristics, namely, tutorial learning conversations between the teacher and a group of one to four students, and students learning independently for extended periods of time. Supervisory teaching lessons in three primary-school classrooms were observed over a period of five months and teachers were interviewed as part of the data collection process. Five key factors were found to support students to have more agency in their learning: independence and ownership, scaffolding, students as teachers, joyfulness, and reflection. The findings point toward several factors observed within supervisory teaching that led to greater student agency, including individualised learning conversations, allowing students control over their learning, the benefit of reduced structure in the learning environment, and the fact that joyfulness in learning is a significant factor in elevating student agency.

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Huf, Christina, and Andrea Raggl. "The normativity of the helping child – meta-ethnographic perspectives on individualised learning in age-mixed classrooms." Ethnography and Education 12, no. 2 (June 21, 2016): 165–77. http://dx.doi.org/10.1080/17457823.2016.1192479.

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Daukilas, Sigitas, and Irma Kačinienė. "Mokymasis konstruktyvizmo ir konektyvizmo sandūroje." Management Theory and Studies for Rural Business and Infrastructure Development 37, no. 2 (June 17, 2015): 201–11. http://dx.doi.org/10.15544/mts.2015.18.

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Planning of study process and research of quality standards in learning organisations is based on the theory of knowledge (epistemology). Modern studies in higher education systems are generally based on the learning theory principles of connectivism and constructivism. However, these teaching/ learning principles are not adequately applied in learning organisations. The aim of the research is to reveal the problems related with inadequate application of connectivism and constructivism pedagogy principles in education and business organisations. The results of the research show that application of connectivism principles in education organisations impersonalises study content, diminishes pedagogic conditions of value system education, increases study costs. Connectivism ppedagogy is more effective in business organisations, because it guarantees interactive, reflection and learnerexperience based cognition. The theory is effective in business organisations because of its flexible content and the system oriented towards learner needs and individualised learning strategy.

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Dean, Joan. "Coordinating Work with the Gifted." Gifted Education International 5, no. 1 (September 1987): 59–61. http://dx.doi.org/10.1177/026142948700500115.

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Identification and provision in the county of Surrey is surveyed. The identification procedure considers pupils in the top 1% of the ability range as indicated by the Wechsler Scale of Intelligence. These children are carefully monitored by a senior member of staff in each school, who also undertakes to liaise with the rest of the staff in providing a suitable individualised learning programme for each child. The county has a well-developed bank of resources and personnel.

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König, Rainer, Xueqi Cao, Marcus Oswald, Christina Forstner, Gernot Rohde, Jan Rupp, Martin Witzenrath, Tobias Welte, Martin Kolditz, and Mathias Pletz. "Macrolide combination therapy for patients hospitalised with community-acquired pneumonia? An individualised approach supported by machine learning." European Respiratory Journal 54, no. 6 (September 19, 2019): 1900824. http://dx.doi.org/10.1183/13993003.00824-2019.

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BackgroundThe role of macrolide/β-lactam combination therapy in community-acquired pneumonia (CAP) of moderate severity is a matter of debate. Macrolides expand the coverage to atypical pathogens and attenuate pulmonary inflammation, but have been associated with cardiovascular toxicity and drug interactions. We developed a decision tree based on aetiological and clinical parameters, which are available ex ante to support a personalised decision for or against macrolides for the best clinical outcome of the individual patient.MethodsWe employed machine learning in a cross-validation scheme based on a well-balanced selection of 4898 patients after propensity score matching to data available on admission of 6440 hospitalised patients with moderate severity (non-intensive care unit patients) from the observational, prospective, multinational CAPNETZ study. We aimed to improve the primary outcome of 180-day survival.ResultsWe found a simple decision tree of patient characteristics comprising chronic cardiovascular and chronic respiratory comorbidities as well as leukocyte counts in the respiratory secretion at enrolment. Specifically, we found that patients without cardiovascular or patients with respiratory comorbidities and high leukocyte counts in the respiratory secretion benefit from macrolide treatment. Patients identified to be treated in compliance with our treatment suggestion had a lower mortality of 27% (OR 1.83, 95% CI 1.48–2.27; p<0.001) compared to the observed standard of care.ConclusionStratifying macrolide treatment in patients following a simple treatment rule may lead to considerably reduced mortality in CAP. A future randomised controlled trial confirming our result is necessary before implementing this rule into the clinical routine.

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Wang, Xingang, and Sally Eberhard. "Using existing LMS technology and learning analytics data to support student learning." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 25, 2019): 18. http://dx.doi.org/10.24135/pjtel.v2i1.39.

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This presentation is about a teaching staff’s journey of incremental use of technologies to support students’ learning. Graduate School of Management offers several master degrees through the Business Masters programme for students who do not necessarily have a business background. The programme is designed for a cohort to work through the courses together, the cohorts come from diverse backgrounds. English is a second language for most of the students. The author teaches in one of the core courses in the programme (Economics for Managers), the course has a team-based learning session where lectures are held, then students have a two-hour tutorial with the author. The students are supposed to be prepared by completing their worksheet before the tutorials. Yet students rarely do, so they come to the tutorials unprepared, unable to answer many of the questions, and often still confused over the new concepts introduced to them that week. The author wanted to use some of the techniques from the flipped classroom approach to help students prepare for the tutorial. After consulting with a learning designer, the teaching staff and the learning designer turned the paper-based tutorial worksheet into online quizzes using the quiz function in the LMS. These quizzes are set up with 0% weighting and they close off before the tutorial starts. Students can work through the questions and get hints and additional resources on the topic for them to work through, but they don’t get the answers until the tutorial time. After the first quiz closed, author noticed a big improvement in the classroom, students were more engaged and they felt comfortable answering questions in class. The quiz statistics also allowed author to focus his energy in class on topics and areas where students were more confused and skip the topics students understood well. Student feedback to these preparation quizzes were positive. After the success of utilizing existing technology to change how the author supports students, the author was introduced to another tool, OnTask. The author obtained student data from these online quizzes, as well as other learning analytics data from LMS (e.g., participation, page view, test results). Through further analysis, the author was able to use the OnTask tool to provide detailed and individualized feedback to the students on the topic areas that they may be weaker on and provide guidance to these students. The individualised feedback is expected to help students to improve their academic performance and attainment. Students could potentially feel more valued, as the feedback they receive is generated according to their own personal assessments and so is likely to enhance their engagement. During the presentation, the author will share the journey of how both tools were used, data sources and analysis, as well as the results and feedback from the students, plus the teachers’ reflection. These “experiments” with using technology to support student learning has changed how the author’s teaching practices. The author has shared experience with other colleagues. The author’s experience will also be beneficial to others who are seeking to use technology to enhance their teaching practices and to better support their students.

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Culha, Yeliz, and Rengin Acaroglu. "The relationship amongst student nurses’ values, emotional intelligence and individualised care perceptions." Nursing Ethics 26, no. 7-8 (October 18, 2018): 2373–83. http://dx.doi.org/10.1177/0969733018796682.

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Background: Students’ gaining and adopting basic professional values, improving their emotional intelligence skills during the process of nursing education plays a significant role on meeting the needs of healthy/patient individual and his or her family, and individualized care practices. Objectives: This (descriptive, correlational) research was carried out to evaluate the nursing values, emotional intelligence levels, and individualized care perceptions of senior nursing students and to determine the relationship between them. Research question: (1) What is the status of students to adopt nursing values? (2) What is the level of students’ emotional intelligence? (3) What is the students’ individualized care perception? (4) Is there a relationship between students’ nursing values, levels of emotional intelligence, and individualized perceptions of care? Participants and research context: The research was carried out with 218 senior nursing students at the Faculty of Nursing, affiliated to a state university in Istanbul, who agreed to participate in the study, completing basic nursing education in May 2017. Ethical considerations: Ethical approval for this study was obtained from the Ethics Committee of Clinical Investigations of the Istanbul University Dentistry Faculty. Written permission was also obtained from the institution that research would be conducted. Before the data were collected, verbal permission was obtained by the investigator. Findings: It was observed that nursing values perceptions of students, emotional intelligence levels and individualized care perceptions were at a good level and there was a supportive relationship between them in the positive direction. It was determined that emotional intelligence skills of students, adoption of nursing values and individualized care perceptions increased in parallel with each other. Conclusion: In nursing education, nursing values peculiar to affective field, caring behaviors, and emotional intelligence skills that are guiding to maintain and direct these behaviors should be gained to students by supporting with correct learning methods and role models.

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Weller, Martin. "The Centralisation Dilemma in Educational IT." International Journal of Virtual and Personal Learning Environments 1, no. 1 (January 2010): 1–9. http://dx.doi.org/10.4018/jvple.2010091701.

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The trend with organisational adoption of virtual learning environments (VLE) seems to be cyclical. Initially, a decentralised approach was adopted, wherein each department implemented different learning environments or mixtures of technology, often developed in-house. The last five years have seen an increased centralisation of learning environment implementation, with most universities adopting a single VLE. However, in more recent times the proliferation of free, easy-to-use third party tools that fulfil a range of functions has seen a desire amongst some educators to return to a more decentralised model of technology provision, by supporting Personal Learning Environments (PLE). This paper examines the issues surrounding both a centralised and decentralised model. These include pedagogic, support, financial, reliability, data and technical issues. The conclusion is that although the fully individualised PLE may not be possible or desirable in higher education, maintaining separate, often inferior versions of commonly available software is not a sustainable position.

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Lawthom, Charlotte. "Valproate and epilepsy: for women as well as men." Practical Neurology 18, no. 3 (April 23, 2018): 222–23. http://dx.doi.org/10.1136/practneurol-2018-001931.

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Sodium valproate remains the best drug for idiopathic generalised epilepsy. For men with the latter diagnosis, this is the drug of choice. Sodium valproate has an unacceptably high level of major fetal malformation and also causes learning disabilities in many children exposed to the drug in utero. Women of reproductive age should not normally be offered this drug. There are many women with refractory epilepsy who would benefit from this drug and who are not planning pregnancy. Individualised epilepsy care is the gold standard, not blanket bans on drug choice based on gender.

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Mott, Charlotte Emily, Kenrick Ng, and Constantine Alifrangis. "The management of patients with learning difficulties and testicular cancer: overcoming barriers to improve care." BMJ Case Reports 12, no. 11 (November 2019): e227330. http://dx.doi.org/10.1136/bcr-2018-227330.

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Cancer-specific survival rates in patients with learning difficulties (LD) are poorer than the general population. Issues such as delayed diagnosis, compliance, consent and needs for individualised care and support requirements can make it more demanding to manage these patients in a busy clinical environment. Our case highlights a patient with learning disabilities who presented with advanced testicular cancer due to delayed detection, and the challenges needing consideration to ensure such patients receive good care. This report also highlights an example of adapting curative intent treatment to an individual with complex needs, and the importance of patient and family involvement in decision-making to ensure these vulnerable patients receive safe and effective healthcare. The practicalities of multidisciplinary team working in the context of key legislation and existing frameworks to guide practice in the management of LD patients are also discussed.

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Nijakowski, Kacper, Anna Lehmann, Jakub Zdrojewski, Monika Nowak, and Anna Surdacka. "The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 18, no. 9 (April 25, 2021): 4555. http://dx.doi.org/10.3390/ijerph18094555.

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The COVID-19 pandemic has undoubtedly affected education at all levels, including medical and dental education. Our study aimed to assess the effectiveness of the blended learning in conservative dentistry with endodontics. The students had theoretical classes in a remote form (using the e-learning portal and Teams communicator) and practical classes with the participation of patients in the appropriate sanitary regime. The author’s survey was conducted among fourth-year dental students. The online questionnaire consisted of 5 parts: self-evaluation, evaluation of theoretical e-learning classes, evaluation of practical clinical classes, evaluation of safety, and evaluation of performed blended learning. The majority of respondents declared that their learning effectiveness increased during the pandemic. Most surveyed students preferred remote learning in asynchronous form (e-learning portals) to synchronous form (virtual meetings in real-time). All respondents described the provided personal protective equipment as sufficient or even as excessive. Our students were very satisfied with the proposed blended-learning model and would like to continue it even after the pandemic has ended. Among the advantages, they particularly mentioned the increase in efficiency and the individualised pace of learning, while the disadvantage was the limitation of social contacts. The appropriate use of modern technology can effectively revolutionise dental education.

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Carr, Emma, Arlene McCurtin, Audrey Tierney, Carol-Anne Murphy, Kevin Johnson, Selena O'Connell, Claire Hickey, Sean Redmond, and Alice Coffey. "RapidInfo4U – an online individualised COVID-19 support intervention for nursing and allied health professionals: study protocol." HRB Open Research 4 (January 28, 2021): 8. http://dx.doi.org/10.12688/hrbopenres.13200.1.

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Background: The COVID-19 outbreak was declared a pandemic by the World Health Organization on March 11th, 2020. An ongoing challenge in healthcare is ensuring that up-to-date and high-quality research evidence is implemented in practice. In the context of a global pandemic it is assumed, given the increased pressures on healthcare professionals that this problem has the potential to be exacerbated. Furthermore, the COVID-19 pandemic resulted in many health professionals being reassigned to areas outside their usual scope, returning to practice following absence or commencing their career as new entrants in the midst of a major crisis. These professionals are likely to require additional support to assist their confidence and competence. Aims: This project has two broad aims: to design and deliver an online educational platform to support nursing and allied health professionals in their clinical practice throughout the pandemic and to evaluate that platform and its implementation. Methods: The research protocol for this study consists of two work streams: the development and delivery of the online platform; and the project evaluation. This research will have a mixed methods approach including website data analytics, quantitative surveys and qualitative data analysis of semi-structured interviews. Conclusion: Through knowledge brokering and adherence to principles of effective technology-enhanced-learning this project will provide an accessible, individualised online educational resource to effectively meet the needs of individual nurses and allied health professionals in this unprecedented time. The evaluation of the platform and its implementation will provide key learning for future initiatives and may act as proof-of-concept for other organisations and countries seeking to support healthcare professionals’ knowledge needs during similar future pandemics.

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Coskun, Nesrin Zeynep, and Cagla Mitrani. "An instructional design for vocabulary acquisition with a hidden disability of dyslexia." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 229–41. http://dx.doi.org/10.18844/prosoc.v7i1.4901.

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The focus of this study is on an undiagnosed language learner with Dyslexia, facing problems in vocabulary acquisition. The purpose of this study is to enable the learner to acquire a pre-defined number of vocabularies within a given time limit. The method of this study is a case study in a real-life context with quantitative evidence that relies on multiple data collection tools, such as checklist, interviews, questionnaire and report cards of the learner. The results of this study demonstrate that the capability of the dyslexic learner can be increased to acquire 55 vocabularies in a week, which is the same number expected from their peers. The performance increase of the learner can be attributed to a new method of learning English vocabulary through game-based learning supported with spaced repetition. The individualised instruction designed for self-learning can be transformed into a group-based instruction in a classroom setting for anyone experiencing difficulties in vocabulary acquisition. Keywords: Instructional design, performance increase, dyslexic learners, game-based learning, retention.

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Wood, Thomas, Christopher Kelly, Megan Roberts, and Bryan Walsh. "An interpretable machine learning model of biological age." F1000Research 8 (January 4, 2019): 17. http://dx.doi.org/10.12688/f1000research.17555.1.

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Background: Assessments of biological (rather than chronological) age derived from patient biochemical data have been shown to strongly predict both all-cause and disease-specific mortality. However, these population-based approaches have yet to be translated to the individual. As well as using biological age as a research tool, by being able to better answer the question “why did we get this result?”, clinicians may be able to apply personalised interventions that could improve the long-term health of individual patients. Methods: Here, the boosted decision tree algorithm XGBoost was used to predict biological age using 39 commonly-available blood test results from the US National Health and Nutrition Examination Survey (NHANES) database. Results: Interrogation of the algorithm produced a description of how each marker contributed to the final output in a single individual. Additive explanation plots were then used to determine biomarker ranges associated with a lower biological age. Importantly, a number of markers that are modifiable with lifestyle changes were found to have a significant effect on biological age, including fasting blood glucose, lipids, and markers of red blood cell production. Conclusions: The combination of individualised outputs with target ranges could provide the ability to personalise interventions or recommendations based on an individual’s biochemistry and resulting predicted age. This would allow for the investigation of interventions designed to improve health and longevity in a targeted manner, many of which could be rooted in targeted lifestyle modifications.

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van der Velde, Maarten, Florian Sense, Jelmer Borst, and Hedderik van Rijn. "Alleviating the Cold Start Problem in Adaptive Learning using Data-Driven Difficulty Estimates." Computational Brain & Behavior 4, no. 2 (March 15, 2021): 231–49. http://dx.doi.org/10.1007/s42113-021-00101-6.

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AbstractAn adaptive learning system offers a digital learning environment that adjusts itself to the individual learner and learning material. By refining its internal model of the learner and material over time, such a system continually improves its ability to present appropriate exercises that maximise learning gains. In many cases, there is an initial mismatch between the internal model and the learner’s actual performance on the presented items, causing a “cold start” during which the system is poorly adjusted to the situation. In this study, we implemented several strategies for mitigating this cold start problem in an adaptive fact learning system and experimentally tested their effect on learning performance. The strategies included predicting difficulty for individual learner-fact pairs, individual learners, individual facts, and the set of facts as a whole. We found that cold start mitigation improved learning outcomes, provided that there was sufficient variability in the difficulty of the study material. Informed individualised predictions allowed the system to schedule learners’ study time more effectively, leading to an increase in response accuracy during the learning session as well as improved retention of the studied items afterwards. Our findings show that addressing the cold start problem in adaptive learning systems can have a real impact on learning outcomes. We expect this to be particularly valuable in real-world educational settings with large individual differences between learners and highly diverse materials.

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Otte, Fabian W., Keith Davids, Sarah-Kate Millar, and Stefanie Klatt. "Specialist role coaching and skill training periodisation: A football goalkeeping case study." International Journal of Sports Science & Coaching 15, no. 4 (May 3, 2020): 562–75. http://dx.doi.org/10.1177/1747954120922548.

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In sports like association football, professional teams are increasingly devoting resources to the role-based development of individual athletes and sub-groups. By employing ‘specialist coaches’ into athlete-support structures, clubs aim to facilitate individualised athlete training programs to enhance performance preparation as well as skill learning and talent development. Here, we discuss how contemporary pedagogical training approaches, like Nonlinear Pedagogy and the Constraints-Led approach, can enhance effectiveness of specialist role-based athlete development programs to facilitate performance functionality. We argue the need for a model of specialist role-based coaching practice in high performance sports organisations, based on a unified theoretical rationale, such as ecological dynamics. To exemplify the nature of specialist role-based coaching, a case study addresses how Nonlinear Pedagogy and Constraints-Led approach are being used for training professional football goalkeepers in an U23 years age group. Integrating key concepts from ecological dynamics, allied to principles of Nonlinear Pedagogy and the Constraints-Led approach, common skill training principles for specialist role coaches are highlighted. These illustrate the use of the recently introduced ‘Periodization of Skill Training’ framework for specialist role coaching, practically exemplifying a way to harness opportunities for performance enhancement and individualised talent development in the football goalkeeping context.

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Karunaweera, A. Sajani, and Kean Wah Lee. "Measuring Digital Competence: An Exploratory Study Mapping Digital Competence Profiles of Sri Lankan English Language Teachers." Asia Pacific Journal of Educators and Education 36, no. 1 (August 25, 2021): 93–112. http://dx.doi.org/10.21315/apjee2021.36.1.6.

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The overall vision for 21st century learning has incorporated digitalisation as a key focus in teaching and learning practices. In Sri Lanka, however, despite major initiatives taken to improve digital competency of teachers, only minor improvement was noted. Using the DigCompEdu assessment tool, this study investigates to what extent Sri Lankan English language teachers are digitally competent. The results aim to inform national initiatives to facilitate the shift towards a bottom-up process, informed by actual realities based on skills and competences. The DigCompEdu 22-item quantitative survey was used to sample 40 English language teachers working within the public education system. Overall, the study finds that not even 50% of the sample is at one competency band. It is recommended that for substantial changes to occur, a more varied and individualised teacher-training is recommended, using the DigCompEdu as a diagnostic guide.

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Suryani, Ani Wilujeng. "Individualized Excel-Based Exams to Prevent Students from Cheating." JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 5, no. 1 (July 10, 2020): 14. http://dx.doi.org/10.26675/jabe.v5i1.14367.

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The COVID19 pandemic has brought a disruption on education, especially on how courses are delivered in higher education. Higher education providers are forced to go online, irrespective of the IT infrastructure’s availability and the capability of lecturers in delivering online courses. While online learning is perceived as an opportunity for academic integrity breaches, academicians need to ensure that processes are in place to avoid students cheating, especially during the exam. This paper presents an innovative approach based on Excel spreadsheet that allows lecturers to develop individualised exam questions. The method and/or accounting policy, as well as the accounting figures in the exams are automatically tailored based on students’ identification numbers. This program also allows automatic markings for such exams. This type of exam is not perceived complicated by students; but relatively reduce the opportunity to cheat. Hence, it is suggested to be used in the future online exam environment to increase the objectivity of the exam and reliability in exam marking.

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Kongmee, Isara, Rebecca Strachan, Alison Pickard, and Catherine Montgomery. "A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners." International Journal of Virtual and Personal Learning Environments 3, no. 4 (October 2012): 1–15. http://dx.doi.org/10.4018/jvple.2012100101.

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Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers.

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Christie, Michael, Susan Simon, Wayne Graham, Kairen Call, and Yvonne Farragher. "Bungee jumping and rocket launching." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1610–24. http://dx.doi.org/10.1108/ijem-09-2018-0288.

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Purpose A plethora of principal development programs based on myriad leadership theories currently abounds in many educational jurisdictions globally. Today’s principals, consequently and fortuitously, often feel less isolated and better supported that has been indicated in school leadership research over the past two decades. The purpose of this paper is to discover, however, how principals, through well-designed postgraduate study, can effectively become the transformational leaders, schools regularly require of them. Design/methodology/approach Action research involving postgraduate leadership students at an Australian university over a two year period, involved three cycles: identification of leadership learning needs, introduction of innovations to their learning and identification of the transformative learning which contributed to their leadership development. Findings Transformative learning impacts significantly on transformational leadership development. This happens when disorienting dilemmas challenge and open minds to possibilities, and paradigmatic assumptions are questioned. The ensuing awareness enables leaders to demonstrate characteristics of transformational leadership especially the dimension of individualised consideration. Originality/value Few studies have aligned transformative learning with transformational leadership theory, but this paper found that school leaders benefit from transformative learning in their quest to become such a leader. The scariness of a metaphoric principal bungee-jump could ultimately lead to rocket launching of the most transformative kind.

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Barnes, Marian, and Kate Morris. "Networks, Connectedness and Resilience: Learning From the Children's Fund in Context." Social Policy and Society 6, no. 2 (March 12, 2007): 193–97. http://dx.doi.org/10.1017/s1474746406003459.

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During the past decade, expectations placed on child welfare services in the UK have moved away from individualised provision geared to meeting the needs of specific children at risk, to consideration of the broader context for children. The introduction of a series of national programmes aimed at addressing social exclusion and tasked with stimulating new approaches to enabling better outcomes for children formed the background for the recent legislation and guidance for local children's services. The Children's Fund was one of a raft of New Labour social policies promoting partnerships between statutory and voluntary organisations in order to address the cross-cutting issue of social exclusion. It was announced following the UK 2000 Spending Review and drew from the Policy Action Team12 (PAT12) Report, ‘Young People at Risk’ (SEU, 2000). Funding started in January 2001 and continues until 2008 with a total allocation during this period of £960 million. Like most special policy initiatives instigated following 1997, the establishment of the Children's Fund was accompanied by both national and local evaluation requirements. The National Evaluation of the Children's Fund (NECF) was undertaken by a team from the Universities of Birmingham and London and this themed section draws on selected findings from that evaluation. Overall results are reported in Edwards et al., (2006).

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Kinchin, Ian M. "Visualising the pedagogic frailty model as a frame for the scholarship of teaching and learning." PSU Research Review 1, no. 3 (November 28, 2017): 184–93. http://dx.doi.org/10.1108/prr-12-2016-0013.

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Purpose The purpose of this study is to offer exploration of pedagogic frailty as a framework to support professional development of university teachers in a personalised and discipline-sensitive way. Design/methodology/approach The method involves participants constructing a concept map for each dimension of the model. These maps must have high explanatory power to act as a frame for developing a personal narrative to support reflection on practice. This reflection starts from the academic’s current knowledge structure and provides a bespoke, individualised focus for further learning. Findings This conceptual paper is informed by case studies of academics’ interactions with the frailty model that have helped to refine it as a faculty development tool. This is clarified by providing explicit requirements of an “excellent” map, and places the reflective process within a learning theory that is aligned with the values that underpin the model. Originality value The type of rhizomatic learning that is supported by the model, in which there are no imposed learning outcomes or strictly delineated pathways to success, is particularly suited to support the professional development of more senior academics. This represents an innovative approach to faculty development.

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Türk, Umut, John Östh, Marina Toger, and Karima Kourtit. "Using Individualised HDI Measures for Predicting Educational Performance of Young Students—A Swedish Case Study." Sustainability 13, no. 11 (May 28, 2021): 6087. http://dx.doi.org/10.3390/su13116087.

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HDI is a frequently used quantitative index of human potential and welfare, developed as a comprehensive measure for the cross-sectional and temporal comparison of socioeconomic performance. The HDI is a standardised quantitative estimation of welfare comprising indicators of health, knowledge and standard of living, enabling assessment over countries, regions or time periods, in case of limited data access. The index highlights critical conditions for equity and socioeconomic development outside the group of stakeholders and researchers. The HDI provides a learning potential that may be harnessed to enhance insights into the magnitude of human potential at super-local levels. In this paper we design, implement and test the validity of a super-local variant of HDI in the context of pedagogical performance of young pupils. We compare whether HDI is a good predictor for school grades among all ninth-grade students in Sweden during the year 2014. Our results show that a super-local HDI index is performing equal to or better than the one related to standard measures of human potential, while the index can be generated on individual levels using k-nearest neighbour approaches during the index creation process.

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Taylor, Teri. "Guidelines for supporting placement learning via video communications technologies." Higher Education, Skills and Work-based Learning 4, no. 1 (February 11, 2014): 66–83. http://dx.doi.org/10.1108/heswbl-10-2012-0037.

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Purpose – Current drivers in higher education have led to the questioning of traditional placement support methods. Within many programmes, students undertaking practice-based learning experience structured, one-to-one support from an academic in the placement location. With the financial and environmental implications of this practice, the potential for using video-based communications as a replacement for face-to-face dialogue was explored. The paper aims to discuss the above issues. Design/methodology/approach – Three phases of an action research cycle were undertaken; working with students to explore the logistics of implementation, fitness for purpose of the medium and fundamental differences between video and face-to-face dialogue. Findings – The results from the three phases demonstrated the complexity of video-based communications for placement support. In conclusion, widespread implementation of this medium requires greater consideration and understanding of a wide range of theoretical stand points, and an emphasis on the principles of individualised learning. However, the tensions between individual learning need and mass-delivered curriculum are recognised. Originality/value – Requests for practical guidance on the implementation of this technology in this context, have directed the development of guidelines underpinned by the findings from this study. Whilst undertaken primarily within physiotherapy, placement-based learning is common to a wide range of subjects. In addition, with increases in international student numbers, support from a distance may necessitate the use of video-based communications. The developed guidelines are not prescriptive, but aim to provide a starting point for both the uninitiated and those moving from personal use of technology to application in academia.

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Journal articles on the topic 'Individualised learning'

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