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Students' mastery level of knowledge points is an important indicator reflecting their learning situations. Obtaining the mastery level of knowledge points is an important basis for realizing students' individualized learning and for improving students' learning situation and teachers' teaching quality. Based on the Rasch model, this research constructs the model for students' mastery level of knowledge points based on electronic schoolbag, and excavates and analyzes students' test scores understanding their mastery level of knowledge points. Through the application of this model on two monthly test scores of a middle school, the results confirmed that this model can well characterize students' mastery level of knowledge points. The construction and application the model for students' mastery level of knowledge points based on electronic schoolbag provides reference and ideas for students' individualized learning situation analysis and teacher's refined teaching implementation.

This study proposes the incorporation of AI analysis and Internet of Things (IoT) control into the individualized learning field. The data of facial image recognition, limb recognition, and brainwave concentration are integrated and used for learning behavior analysis, after which changes in the learners’ concentration index are used to adjust indoor IoT devices. In the individualized learning field, the users’ real-time face detection and brainwave status were subjected to an artificial neural network to analyze their facial expressions and brainwaves during learning to determine their level of concentration and relaxation. Additionally, environmental information acquired from air quality monitoring in the field was also analyzed. During the experiment, the learners’ level of concentration and relaxation was identified through the $\alpha$ and $\beta$ waves output by the electroencephalograph, after which facial expression recognition was performed. Following analysis, the IoT devices were adjusted to determine whether the proposed AI analysis model can effectively enhance learners’ concentration levels.

This report provides a brief and selective history on the use of computers to teach and the ability of these systems to provide more interactive, individualized instruction than can be provided in classroom settings. It covers the development, application, and effectiveness of three instructional techniques that use computers to provide individualized instruction: programmed, frame-based learning; drill and practice; and digital tutoring, with an example from the latter suggesting a possible breakthrough in this technology.

Deeply mining the detailed data in the process of students' examination plays an important role in studying students' learning characteristics and realizing individualized learning. Due to the association between test questions mostly given by experts, the number of choosing path length on each question in the process of answering questions can not be accurately collected. In this paper, we propose a model named MASMKP(A Model for Analyzing Students' Mastery of Knowledge Points) based on text analysis in order to combine the examination questions with the knowledge points they belong to. By analyzing the relationship between the questions and combining the number of choosing path length on each question in the process of answering the questions, we can get the students' mastery of the knowledge points. Depending on this model, the text features of test questions are extracted firstly, and the test questions are classified into knowledge points according to the classification model. Then the number of choosing path length on each question is converted to the number of choosing path length on each knowledge point. The number of choosing path length reflects the students' mastery of the knowledge point to a certain extent. Students are clustered according to their mastery of each knowledge point using k-means algorithm, then students with different characteristics are obtained and personalized teaching is realized. The experimental results show that this model can extract and classify the features of students, and the accuracy and validity of this model are verified.

While the use of traditional textbooks has declined, the proliferation of free digital academic content is changing the academic sphere. The rising cost of conventional textbooks coupled with the cheaper and more diverse digital options has prompted some instructors to drop textbooks altogether. Active learning, blended classrooms, and the use of MOOCs have also changed classroom dynamics so that many schools have opted for pre-lecture materials that include less reading and more watching of short videos that serve as mini-lessons. Do these trends spell the death of textbooks? As instructors in the computer science domain, we have noticed that most of the courses we teach rely more on digital materials. Digital materials, such as interactive online books, videos, and tools, allow for a more individualized learning experience. Some of these tools allow students to solve problems within them and receive automatic feedback. While the effectiveness of the new teaching materials has been evaluated, there has not been a comprehensive look at how replacing textbooks impacts computing education. This panel will provide the opportunity to discuss and reflect on the changing landscape of educational materials and what that might mean for instructors. In particular, the panelists will discuss and engage with the audience on varying issues related to the decreased use of traditional textbooks including: • The current trends in computing education as it relates to course materials • The strengths and limitations of using traditional textbooks • The strengths and limitations of using digital content • The challenges students face in using the different mediums • The varying practice across institutions and disciplines • Student expectations of learning materials • Faculty preferences • Suggestions for faculty gravitating towards digital content

In this paper we report the results of a case study conducted at the University of Sharjah, which aimed at investigating the impact of flipped physics classes on the performance of engineering students. The flipped classes were conducted in blended format with the aid of Learning Management System (LMS) tools provided by Blackboard (Bb), including Bb Collaborate. The focus of the project is to investigate the impact and effect of flipped classes on the performance of engineering students in an intermediate physics course (Physics 2). Students’ performance was compared to other classes, which were taught using a traditional teaching approach. The midterm and final exam results were higher for the group of students who were taught using the flipped classes approach by 2.4, 4.18 and 4.85 points in all three summative assessment tools: Term Test 1, Term Test 2 and the Final Exam respectively, with p values of < 0.001. Flipping classes allowed students to learn at their own pace, which was facilitated by the IT and LMS tools that allowed students to pause, rewind, and review lectures, as well as increase the amount of individualized learning. The conclusion of the case study strongly supports blended learning as a teaching methodology, which promotes interactive classroom activities.

This study explored school- and teacher-level factors associated with a higher probability of teachers’ implementation of student-centered instructional practices. These practices include adaptive instruction and active teaching strategies that support learning enhanced by information communication technology (ICT), collaborative small-group learning, and project-based learning. We used data from the U.S. sample in the Teaching and Learning International Survey (TALIS) 2013, which consisted of 1112 teachers from 89 public schools. Results showed that teacher participating in professional development (PD) in ICT and approaches to individualized learning, receiving student feedback, and student assessments were related to a higher level of implementing student-centered instruction.

The article deals with the theoretical issues of forming competence in the use of information and communication technologies (ICT) of music teachers in the pedagogical college, taking into account the main areas of their professional activities and ICT opportunities. The structure and content of information training in the conditions of a pedagogical college is developed on the example of the future teacher of music. The main directions of the professional activity of the music teacher in the conditions of the informatization of education are revealed: automation of information and methodical support of musical and pedagogical activity; diagnosis of the processes and results of training in general and musical disciplines; individualized learning; encoding and processing of sound information; computer reproduction of pedagogical repertoire of vocal and instrumental genres; accompanying using specialized hardware that is interfaced with a computer; computer arrangement of the works of the pedagogical repertoire, taking into account the performing abilities of the students. It is shown that in accordance with the main directions of the music teacher's activity, the information preparation of the student of the pedagogical college in the field of application of information and communication technologies should include three components: training on general issues of computerization of education; methodical training; substantive training.

In order to meet the need of individualized learning, the current network teaching platform all bring in recommendation system, including the recommendation of learning resources, the recommendation of task and exercise, etc. Problems like outdated datum or sparse datum still exist in teaching platform recommendation. Take task recommendation system of computer courses as an example, the computer knowledge updates quickly. The old knowledge will be out of date in two to three years. Another case is that, when the website was put into use, as the website traffic is quite low, the datum of task finished by the students are quite little. Both of those two cases can cause sparse datum of task system in network teaching platform. In order to solve this problem, this article tries to apply transfer learning into network teaching recommendation system, and verify its feasibility through experiment.

Kernel Fisher discriminant analysis (KFDA) is a very popular learning method for the purpose of classification. In this paper, we propose a novel learning algorithm to improve KFDA and make it very suitable for dealing with the large-scale and high-dimensional data sets. The proposed algorithm is termed individualized KFDA (IKFDA). IKFDA is based on individualized learning, i.e., a strategy to learn and classify the individual test samples one by one. Our approach seeks to find the appropriate training subset, referred to as learning area, for each individual test sample, and then employ the learning area to construct the KFDA model for the test sample. For each individual test sample, IKFDA exploits some types of similarity measures to determine a learning area that consists of the training samples that are most similar to the test sample. Compared with the traditional learning algorithms that often exploit the whole training set to construct the learning models without considering the distribution property of the test samples, IKFDA can adaptively learn the individual test samples. It is a powerful tool to deal with the real-world complicated data sets that are often very large-scale and high-dimensional, and are usually drawn from the different distributions. Extensive experiments show that the proposed algorithm can obtain good classification results. A novel concept "the individualized learning" is introduced for the first time.We propose the individualized KFDA (IKFDA) using the idea of the individualized learning.IKFDA is very suitable for dealing with the large-scale and high-dimensional data sets.IKFDA exploits multiple similarity measures to sufficiently learn the test samples.IKFDA can outperform many state-of-the-art classification methods.

Individualized learning plans (ILPs) are helpful tools that can facilitate learner-centered education and can be used with all levels of learners. We introduce the concept of ILPs, the rationale for their use in pediatric and adolescent gynecology education, and review the challenges that learners might face in creating ILPs, and describes how educators can support learners during this process.

The article presents the architecture of integrated information environment for training of students of technical training areas, the proposed models and technologies of development of foreign language communicative competence of the learners in this environment, discusses the results of an experimental individualized learning a foreign language in close connection with other disciplines of engineering.

Objectives To evaluate whether knowledge on core ambulatory care topics, as measured by pre- and post-testing, improved during ambulatory care advanced pharmacy practice experiences (APPEs) after completing online modules and topic discussions individualized to specific student needs. Methods Preceptors for eight ambulatory care APPE sites developed a 54 question pre-post-test and online modules for 10 knowledge areas, which include guidelines, algorithms, literature, clinical pearls, special populations, lecture handouts, patient education resources, and a self-assessment quiz. Online modules and individualized learning experiences were required for content areas with a score of Results Overall, 70 students were evaluated. The mean overall pre- and post-test scores were 65.1% and 86.3%, respectively [mean change 21.2% ( p Conclusion The use of individualized online modules and topic discussions based on pre-test scores significantly improved student knowledge in core ambulatory care content areas during APPEs.

A hybrid teaching model which combines traditional classroom with online learning emerges as the times require. Hybrid teaching uses information technology to reorganize the various elements of teaching so that traditional teaching and new technology application can complement each other, and gradually get the attention and attention of teachers and students. This paper compares the mixed teaching with the traditional single teaching, and discusses the role of the mixed teaching mode in promoting the personalized learning of the public basic courses of electrical engineering major in higher education and its impact on the learning quality of students. This paper has consulted a large number of relevant materials of mixed teaching evaluation, the methods of mixed teaching evaluation by different experts are sorted out, and the necessity of mixed teaching is verified through the combination of questionnaire and practice. This study finds that, compared with a single teaching method, mixed teaching is conducive to improving students’ autonomous learning ability and promoting students’ individualized learning. By comparison, the handing-in rate of students’ homework with mixed teaching is as high as 98.67%, and the quality of homework is also significantly improved. Students’ acceptance of the mixed teaching model is as high as 95%, which provides a very important reference value for the education industry to carry out the mixed teaching.

The article reveals the teacher’s experience of training of gifted children on the basis of an individual approach to each student, taking into account the peculiarities of his intellectual development. The expediency of using search and research activities to support and develop the potential of gifted junior schoolchildren is discussed.

Supplemental Instruction (SI) has been a successful implementation into Colleges and Universities across the globe. SI has been found to reduce attrition and improve learning and success rate among participating students. At the City College of New York, we recently implemented SI into Organic Chemistry I courses to further support struggling students with the content and concept learning of Organic Chemistry, which is considered a difficult course with a high attrition rate. Our motivation for this research was to examine the impact of SI integration in a large lecture format Organic Chemistry course while assisting students learn and succeed in this challenging course. The objective of this research is to examine whether supplemental instruction (SI) impacts participants’ learning achievement, attitudes, and learning competencies. The experimental design was based on a quasi-experimental approach which included a questionnaire of open-ended and Likert-scaled questions that was distributed to SI participants, and SI participants’ grades were compared to the grades of non-SI participants. Data suggest that integrating Supplemental Instruction (SI) into Organic Chemistry courses positively impacts students’ attitudes towards the content and experience in the course, helps them better understand concepts and materials, improves students’ problem-solving skills, and is effective in improving students’ achievement, success, and the learning. SI participants had an overall passing average of 81%, compared to about 50% for non-SI participants. SI participation provided the participants with a unique and individualized learning experience that resulted in an enhanced conceptual understanding.

Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.

The prominent role of teaching philosophy statements is on the rise because they mirror broad skillsets and the expertise of doctoral or master’s program graduates (Merkel, 2020). This paper presents our philosophy of education, of Teaching English to Speakers of Other Languages (TESOL), and of teaching academic writing for English as an Additional Language (EAL) students. First, it is maintained that in education, knowledge is individually and socially constructed (Piaget, 1970; Vygotsky, 1981). In light of the constructivists’ educational philosophy, it is argued that the EAL teachers need to possess knowledge in cognate disciplines to mediate the EAL students’ construction of their individualized linguistic and intercultural knowledge in dynamic, specific learning contexts. Finally, innovative pedagogical suggestions for what to cover and how to deliver the second language (L2) academic writing class with EAL students are offered.

In individualized learning trajectories, it could be valuable to administer small tests that focus on a specific learning outcome to determine mastery of the learning objective and to evaluate whether a student can progress to other learning objectives. For this type of application, testing time competes with direct learning time, and a large number of learning objectives could invoke a potentially large burden due to testing. Thus, it is effective to limit the number of items and to reduce testing time as much as possible. However, the number of items is directly related to the accuracy of the mastery decision and the applicability of this type of formative evaluation in practical situations. For the formative evaluation to result in valid inferences, general measurement principles are valuable as well (Bennett in Assess Educ Principles Policy Pract 18:5–25, 2011). In this chapter, we provide techniques to determine the number of items and corresponding cut scores that are necessary to decide on mastery. We apply these techniques in situations with different item characteristics and provide the outcomes for varying test situations, illustrated using a practical example.

Автор представляет новый подход к пониманию персонализированного обучения и обращает внимание на необходимый для воплощения этой модели обучения в жизни ключевой элемент привычки разума. Автор описывает, как слияние этих двух компонентов создает основу для учебных пространств, в которых учащиеся вдумчиво решают проблемы и изобретают свои собственные идеи. Персонализированная модель обучения вовлекает учеников в проектирование и разработку задач, в решении которых они участвуют. Вовлеченность не измеряется тем, как быстро школьник осваивает учебный материал; это зависит от того, насколько уместным, интересным и достойным он его находит. Задача учителя работать с учениками, оттачивать их навыки и передавать знания, помогать подтвердить свои знания и навыки в подлинных, сложных и проблемных начинаниях. Персонализированное обучение с помощью привычек разума способствует более целостному подходу к обучению. Таким образом, персонализированное обучение это организационная структура, в которой сегодня нуждается педагогика: структура, которая требует от учащихся использования явного мышления, отраженного в привычках разума. Движение в этом направлении требует, чтобы учителя и ученики думали иначе и взялись за новый процесс обучения. Продуманная учебная программа, разработанная учителем, гарантирует наличие согласованного набора целей и оценок, которые получит каждый учащийся. Персонализированное обучение означает, что учащиеся должны взять на себя ответственность за него, совместно создавая свои задачи, проекты и оценки. Это способствует самоуправлению и показывает намерение продолжать работать для достижения желаемой производительности., In the article the author describes and proposes a new approach to the understanding of the individualized learning and draws attention to the nature that is necessary to put such a learning model into effect mind habits. The article shows how the merging of these two elements creates the basis for creating learning spaces in which students solve problems thoughtfully and build their own ideas. A personalized learning model involves students in designing and developing the tasks they are involved in. Engagement is not measured by how quickly a student learns the learning material; it depends on how relevant, interesting, and worthy the student finds the material. The role of the teacher is to work with students, sharpen their skills and transfer knowledge, and help students confirm their knowledge and skills in genuine, difficult and challenging endeavors. Personalized learning through mind habits promotes a more holistic approach to learning. Personalized learning is the organizational structure that pedagogy needs today: a structure that requires students to use explicit thinking reflected in the habits of the mind. Moving in this direction requires teachers and students to think differently and take on a new learning process. A well-designed curriculum developed by the teacher ensures that there is a consistent set of goals and assessments that each student will receive. Personalized learning means that students must take responsibility for it by co-creating their tasks, projects, and assessments. This promotes self-management and shows the intention to continue working to achieve the desired performance.

Code4Brownies is a software solution designed to foster active learning, coding, and problem solving in the classroom. Through this active learning style and platform, teachers can instantly provide guided instruction that gradually assists and leads students through various steps of solving a problem before reaching a correct solution. Teachers can even provide individualized instruction that addresses different needs of students with different levels of preparation. Two different delivery modes of guided instruction (teacher controlled and on-demand at student request) support various classroom scenarios and teaching pedagogies. Our experience of using Code4Brownies over a period of several semesters suggests that this tool helped students become more engaged, perform better, and ultimately be more successful.

Individualized learning from the perspective of distributed cognition theory continuously changes the traditional English learning mode. In this paper, the method for the construction of the model of individualized English learning (hereinafter referred to as MIEL for short) is put forward from the perspective of the distributed cognition theory. The individualized English learning words are effectively recognized through the application processing to the words. Subsequently, the distributed cognition theory is applied to the theoretical knowledge and English learning content obtained to achieve the individualized English learning. Finally, the experimental results show that the method put forward in this paper can improve the English learning level of the students and thus achieve the goal of the individualized English learning from the perspective of the distributed cognition theory.

Video education has many advantages over traditional education including efficiency, convenience, and individualized learning. Learning sterile surgical technique (SST) is imperative for medical students, because proper technique helps prevent surgical site infections (SSIs). We hypothesize that video education is at least as effective as traditional skill demonstration in teaching first-year medical students SST.A video series was created to demonstrate SST ( https://www.youtube.com/playlist?list=PLcRU-gvOmxE2mwMWkowouBkxGXkLZ8Uis ). A randomized controlled trial was designed to assess which education method best teaches SST: video education or skill demonstration. First-year medical students (n = 129) were consented and randomly assigned into two groups: those who attended a skill demonstration (control group; n = 70) and those who watched the video series (experimental group; n = 59). The control group attended a pre-existing 90-minute nurse educator-led skill demonstration. Participants then completed a 30-item multiple choice quiz to test their knowledge. Each group then received the alternate education method and completed a 23-item follow-up survey to determine their preferred method.Seven 2- to 6-minute videos (30 minutes total) were created on surgical attire, scrubbing, gowning and gloving, and maintaining sterility. The experimental group (n = 51) scored higher on the quiz compared with the control group (n = 63) (88% ± 1% versus 72% ± 1%; p 0.0001). Students preferred the videos when it came to convenience, accessibility, efficiency, and review, and preferred the skill demonstration when it came to knowledge retention, preparedness, and ease of completion.Video education is superior to traditional skill demonstration in providing medical students with knowledge of SST. Students identified strengths to each method of teaching. Video education can augment medical students' knowledge prior to their operating room experience to ensure that a sterile environment is maintained for patients. The ultimate goal is to reduce SSIs.

Khan Academy (KA) is a free web-based intelligent tutor, which has been featured in countless media outlets for its potential to change mathematics instruction. The founder and executive director, Salman Khan, recommends that KA be used to personalize instruction, freeing up class time for engaging high yield activities like student discourse and meaningful collaborative projects (Gupta, 2012; Khan, 2012; Markus, 2011). Teachers have begun to use KA to flip classroom instruction. This study examined how KA was used as a tool for instruction in middle and high school mathematics classrooms. The five participants reported that the uses of KA conflicted with Khan’s vision of how his program should be used and with widely accepted effective teaching strategies (2012). Nevertheless, the participants believed that Khan Academy has the potential to improve mathematics instruction due to its accessibility and its individualized learning environment.

The paper dwells on the psychological and pedagogical conditions of implementing learner-centered approach in teaching foreign language to engineering students at the Tomsk Polytechnic University. The concept of learner-centered approach in teaching foreign language was in detail pedagogically, psychologically and methodologically studied, foreign language teaching regulatory documents in the technical university were analyzed, teaching methods and learning outcomes in accordance with the existing English language teaching methodology were presented, results of the engineering students’ questionnairing and key techniques to improve teaching foreign language based on the learner-centered approach were proposed.

In this study, we investigated the effects of individualized learning adapted to students` conceptions using smart devices in science instruction upon students` conceptual understanding, the retention of conception, achievement, learning motivation, enjoyment of science lessons, and perception about individualized learning using smart devices. Four seventh-grade classes at a coed middle school in Seoul were assigned to a control group and a treatment group. Students were taught about molecular motions for seven class periods. Two-way ANCOVA results revealed that the scores of a conception test, the retention of the conception test, a learning motivation test, and an enjoyment of science lessons test for the treatment group were significantly higher than those for the control group. Although the score of the treatment group was higher than that of the control group in the achievement test, the difference was not statistically significant. Students` perceptions about individualized learning using smart devices were also found to be positive.

When using an individualized learning system ALEKS to study mathematics, bilingual students can use both English-language and Spanish-language modules. When we started our study, we expected that those Spanish-language students whose knowledge of English is still not perfect would first use mostly Spanish-language modules, and that their use of English-language modules will increase as their English skills increase. Instead, what we found is that even students who are not very skilled in English use both Spanish-language and English-language modules. This raises a natural question: why, in spite of the presence of well-designed well-tested easy to Spanish-language models, the students benefit from also using English-language modules—which for them are not so easy to access (they use Google translator). In this paper, we use fuzzy logic to provide a possible theoretical explanation for this surprising behavior.

With the vigorous development of the modern network education technology, the construction of network resource developed towards digital, intelligent and personalized, in order to satisfy the distance learners of different learning needs. By analyzing the problems currently learners in the use of the repository for learning generated by the proposed use of data mining techniques to further planning and construction of the repository, and on how to improve the organizational structure of the repository, and improve the utilization of the repository, personalized to meet the current in-depth research and analysis of learning problems.

The paper focuses on individualized learning from the point of preferred types of study materials and formats of knowledge assessment. Results of two researches held at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic are provided and interpreted so that to show what approaches to the process of individualized learning could be carried on.

Information and communication technologies (ICTs) are changing the way people develop their lives. This change is not indifferent to activities involved in education. For this reason, several learning techniques, based on ICTs, appear to improve the efficiency of the educational process. However, the problem of a maintained individualized learning arises, which does not focus on needs of the student, since it only tries to transmit knowledge. From the point of view of Odontology, students have specific requirements, which allow them to emulate real situations as part of their university training. Therefore, it is necessary that different learning techniques are integrated into a single educational model, known as holistic education. This paper proposes a holistic learning platform, known as DentaLAV, focused on improving the study experiences of university odontology students.

The purpose of this study was to gather information from educators and parents on their perceptions of the effectiveness of Individualized Learning Plans (ILPs) in assisting students with disabilities in gaining the experiences needed to develop college and career readiness skills. Results from focus groups and surveys of 1,117 parents and 484 educators in three states indicated that while a majority of parents and educators felt that transition assistance was helpful for youth without disabilities, less positive perceptions emerged regarding the adequacy of preparation for youth with disabilities and, particularly among educators, regarding the readiness of youth with disabilities to transition into higher education and careers. Based on these findings, implications for strengthening ILP efforts in schools are discussed.

The paper´s objective is to introduce an approach of application of sensory modalities in a language learning diagnostics in a continuity of Ostrava University project called “„Adaptive individualized learning in eLearning“ where theoretical basis for adaptive eLearning of general subjects were defined. The current model of adaptive eLearning must have been slightly adjusted regarding the differences of a language learning in comparison to general subjects like mathematics, biology, etc. First adjustments are introduced in this paper in the form of acquiring a student´s characteristics together with an existing language knowledge to start an adaptive learning process in a language learning.

5th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALY WOS: 000335471203036 A design and application of adaptive online exam system are carried out in this paper. Adaptive exam systems determine different question sets automatically and interactively for each student and measure their competence on a certain area of discipline instead of comparing their gains with each other. Through an adaptive exam technique, a student's distraction and motivation loss that is led by the questions with quite lower hardness level than his/her competency is prevented. In addition, negative effects of questions requiring higher knowledge than his/her competency over a student's self confidence and morale are dismissed. Since questions are specialized so that they can allow making clear deductions about student gains, they are able to detect student competencies more effectively. Requiring less total time for measuring and being more flexible in the exam management are among the advantages provided by the system. Self sufficiency of the system in terms of planning, repeating and assessment of the measurement process especially allows itself to be used in the individual education sets. Through this system, student competencies can be determined more effectively in cases such as distant-learning, in which some challenges are experienced frequently. (C) 2013 The Authors. Published by Elsevier Ltd. Near E Univ, Ankara Univ, Bahcesehir Univ

Background As the number of graduating medical students is increasing, the number of residency positions is remaining the same. One solution to this problem is the creation and accreditation of new residency programs to help bridge the gap. However, the distinct challenges and opportunities that new training programs present for learners and faculty have not been extensively studied or described. Objective Determine and understand the distinctive perspective of a group of resident physicians who served as the inaugural interns in a new categorical pediatrics residency program. Methods We conducted a modified qualitative analysis of themes to generate resident perspectives. Seven residents (70% of the total class) agreed to answer six initial open-ended questions followed by a analysis of themes. These residents then met as a group and identified three consensus themes in each of the three topic areas: Strengths, Challenges, and Lessons Learned from a new program. In small working groups key areas were investigated and themes were consolidated, reviewed and edited for flow by faculty over a 2-month period and presented in a summarized form. Results Residents described strengths of participating in a new residency-training program as the opportunity to shape the program, individualized learning experience, and enthusiastic and available faculty. They identified challenges of training in a new program as lack of upper level residents, diverse faculty expectations, resident morale, and coping with challenges. Lessons learned included themes of resident engagement, standard expectations and feedback, and resident driven wellness. Conclusions Our inaugural class of residents identified the key challenges and opportunities of training in a new program. These perspectives should prove informative for educators who are planning new programs in graduate medical education.

Residency programs are challenged to develop unique and engaging strategies for achieving academic excellence. In-training exams (ITEs) provide formative assessments throughout residents’ development in preparation for the board examination. With an 82% first-attempt board pass rate in 2011, the University of Florida Pediatric Residency program sought to develop novel interventions to reach a pass rate of 100%. Initial strategies included the use of board individualized learning plans (ILPs), designed by each resident to target areas for improvement. While the intervention's intent was to create individualized study curricula, the resultant exam pass rate showed no improvement. In July 2014, team-based learning (TBL) board study groups were formed, demonstrating positive results from 2015 onwards. In 2016, an 18-month didactic curriculum was instituted in Academic Half Day (AHD) as a weekly forum for knowledge building, simulation exercises, and team-building events. These sessions improved the culture of the residency program and provided practical knowledge in a collaborative setting. In 2017, a multimedia bundle, MedStudy, was purchased for the pediatric residents as a tool for board preparation. Following this intervention and the longitudinal AHD curriculum, the Class of 2018 achieved a 100% board examination pass rate. This increase also correlated with an increase in median board examination scores from 194 to 211 (2012 to 2018, see Figure). Overall, a significant improvement in board pass rate was seen from 2012-2018 using a Kruskal-Wallis Test (p

In dem Beitrag wird vom Zeigen als einer für Unterricht konstitutiven Praktik ausgegangen. Für die Rekonstruktion von Zeigepraktiken in den noch relativ wenig erforschten neuen klassenöffentlichen Gesprächsformaten im individualisierenden Unterricht wird eine Modifikation der Konzeptionalisierung von Zeigen als Unterrichtspraktik vorgeschlagen. Diese ermöglicht es, Verschiebungen in den Zeigepraktiken zu beobachten: Im Ergebnis zeigen die Rekonstruktionen von zwei Situationen, einer offenen Gesprächsrunde in einer Grundschule und einer Präsentation in einer Sekundarschule, wie die Einsetzung von Schüler/inne/n in die Position von Zeigenden in einem klassenöffentlich geführten Gespräch über die Sache vollzogen wird. Die damit einhergehende Verschiebung der Zeigepraktiken wird als eine Steigerung der unterrichtlichen Performanzkultur bezeichnet. Für die Rekonstruktion der beiden videographierten Situationen wird auf eine praxistheoretische Fundierung von Unterricht als pädagogischer Ordnung und die Methodologie einer videobasierten Ethnographie zurückgegriffen. Der Beitrag schließt mit Überlegungen zu einem theoretisch und empirisch angemessenen Verständnis des Wandels von Unterricht. (DIPF/Orig.), In this paper, demonstrating is understood as a practice of instruction that constitutes a classroom conversation. The authors propose a modification of the conception of demonstrating and instructing as a classroom practice for the reconstruction of such practices within the new and so far fairly little studied types of conversation in open classroom arrangements. Such a modification enables an observation of shifts within practices of demonstrating and instructing: As a result of two reconstructions of two situations - an open classroom discussion at a primary school, and a presentation at a secondary school - one can reveal and show how the students' modification of the position of an instructor. The thereby resulting shifts within practices of demonstrating and instructing are regarded as an increase of performativity in the classroom. The theoretical basis that underlies the reconstruction of the two situations is practice-based. The methodology being used is an ethnographical approach based on video recordings. The paper will close with ideas and considerations aiming at both theoretically and empirically appropriate understandings of the on-going changes of class and education. (DIPF/Orig.)

This study investigated whether socially produced knowledge in social ventures in Brazil has promoted social innovation and local development. The research is exploratory and descriptive, and was developed in two stages. At first, the sample group was composed of 378 projects selected from the mapping of Solidarity Economic Enterprises, conducted by the National Secretary of Solidarity Economy (Secretaria Nacional de Economia Solidaria). The sample was surveyed to verify the main characteristics of these enterprises. After that, interviews were conducted with key managers in a sample of 32 projects. The results indicate challenges in the long path of favoring dynamic learning, with a generation of knowledge from the collective experiences of socialization: there is a lack of joint discussion and a predominance of individualized learning actions.

Recently, Computer-Assisted Language Teaching (CALT) in English education is explored and advocated by many experts and some management departments in China. “The new English teaching model should be built on modern technology, particularly network technology...to build computerbased and classroom-based models.” “The design and implementation of a new teaching mode supported by campus network and Internet can promote individualized learning. The experimental research indicates that the new mode has worked effectively in English teaching”. In order to study the computer-aided teaching efficiently, computer-aided instruction in English education will be explored in this paper with the analysis of the demonstration in the teaching practice.

This research aims to determine the profile of chemical literacy abilities of pre-service teachers based on scientific attitudes and scientific competencies in PISA 2015 through individualized learning by using an artificial muscle context based-enrichment book. This research uses descriptive method, involving 20 of the 90 randomly selected population. This research uses a multiple-choice questions instrument. The result of this research are : 1) in the attitude aspects of interest in science and technology, valuing scientific approaches to inquiry, and environmental awareness, the results obtained respectively for 90%, 80%, and 30%. 2) for scientific competence of apply appropriate scientific knowledge, identify models and representations, make appropriate predictions, and explain the potential implications of scientific knowledge for society, the results obtained respectively for 30%, 50%, 60%, and 55%. 3) For scientific competence of identify the question explored in a given scientific study and distinguish questions that could be investigated scientifically, the results obtained respectively for 30 % and 50%. 4) For scientific competence of transform data from one representation to another and draw appropriate conclusions, the results obtained respectively for 60% and 45%. Based on the results, which need to be developed in pre-service chemistry teachers are environmental awareness, apply appropriate scientific knowledge, identify the question explored in a given scientific study, and draw appropriate conclusions.

Background: Medical students often struggle to apply their nascent clinical skills in clerkships. While transitional clerkships can orient students to new roles and logistics, students may benefit from developing clinical skills in inpatient environments earlier in their curriculum to improve readiness for clerkships. Intervention: Our four- to six-session elective provides pre-clerkship students with individualized learning in the inpatient setting with the aim of improving clerkship preparedness. Students work one-on-one with faculty who facilitate individualized learning through mentoring, deliberate practice, and directed feedback. Second-year medical students are placed on an attending-only, traditionally ‘non-teaching’ service in the hospital medicine division of a Veterans Affairs (VA) hospital for half-day sessions. Most students self-select into the elective following a class-wide advertisement. The elective also accepts students who are referred for remediation of their clinical skills. Outcome: In the elective’s first two years, 25 students participated and 47 students were waitlisted. We compared participant and waitlisted (non-participant) students’ self-efficacy in several clinical and professional domains during their first clerkship. Elective participants reported significantly higher clerkship preparedness compared to non-participants in the areas of physical exam, oral presentation, and formulation of assessments and plans. Conclusions: Students found the one-on-one feedback and personalized attention from attending physicians to be a particularly useful aspect of the course. This frequently cited benefit points to students’ perceived needs and the value they place on individualized feedback. Our innovation harnesses an untapped resource – the hospital medicine ‘non-teaching’ service – and serves as an attainable option for schools interested in enhancing early clinical skill-building for all students, including those recommended for remediation. Abbreviations: A&P: Assessment and plan; H&P: History and physical; ILP: Individual learning plan

In this paper we present our research on learning in event organizations since we haveconcluded that there is no research on this topic. We have chosen a qualitative researchstrategy with multiple case studies where we used semi-structured interviews to go into depthin the event organizations we have studied. The research overview highlights the problem oflearning in organizations today and that organizations must learn to survive and to create acompetitive edge in the industry in which they are operating. Learning in organizationsdepends on their employees and if they may not develop within the organization they will notbecome further motivated. Our research shows that event organizations learn subsequentlyand take the situation as it comes through learning by doing primarily.Research shows that individuals learn different, and our study therefore indicates that theremust be leadership that is adapted to different situations and different learning styles. As theevent industry is time-pressed, a fully customized system will not be sustainable to managemeeting the demands of the market. Today, systems and tools for learning are inadequate toadapt to this fast-changing environment in which the organizations live. We have combinedsystems and tools that together create a more adaptable system for the time-pressed eventorganization.The system deals with an understanding of which situation the employee is in and whichpreferred way it wants to learn and thus the manager can adapt to this to get the maximumoutcome of learning. This will help managers in event organizations to better understand theiremployees, motivate them to a greater extent, thereby creating competitive advantages for thecompany. As the manager is time-pressed, our study also shows that collective learning isimportant for the effectiveness of the organization's learning. In this way, the manager doesnot always have to be the driving force in learning. Our research shows that technologicalsolutions will help the time-pressed organization to create a more collective learning and amore sustainable solution, as this is a more time-efficient tool for sharing knowledge. Whatwe present here is a contribution with a theoretical solution that is also practically feasible,unlike several previous theories.This study is written in Swedish. I denna uppsats framför vi vår forskning om lärande i evenemangsorganisationer då vi sett attdet saknas forskning kring detta ämne. Vi har valt en kvalitativ forskningsstrategi medmultipla fallstudier där vi använt semistrukturerade intervjuer för att gå på djupet i deevenemangsorganisationer som vi studerat. Forskningsöversikten lyfter fram problematikenkring lärande i organisationer idag och att organisationer måste lära sig för att överleva ochför att skapa sig en konkurrensfördel i den bransch den befinner sig i. Lärandet iorganisationer är beroende av dess medarbetare och får inte dessa utvecklas inomorganisationen så blir de inte heller motiverade. Vår forskning visar attevenemangsorganisationer idag lär sig efterhand och tar situationen som den kommer genomlearning by doing främst.Forskning visar att individer lär sig olika och vår studie visar på att det måste finnas ettledarskap som är anpassat för olika situationer och olika lärstilar. Eftersomevenemangsbranschen är tidspressad blir därmed ett helt individanpassat system inte hållbartför att klara av att möta dess omvärld. Idag är de system och verktyg som finns för lärande iorganisationer bristande för att anpassas till denna snabbt föränderliga omvärld somorganisationer lever i. Därmed har vi kombinerat system och verktyg, situationsanpassatledarskap samt VARK och teknologi, som tillsammans skapar ett mer anpassningsbart systemför den tidspressade evenemangsorganisationen.Systemet handlar om en förståelse för vilken situation medarbetaren befinner sig i och vilketföredraget sätt den vill lära sig och därmed kan chefen anpassa sig till detta för att få ettmaximalt utfall av lärande. Detta kommer att hjälpa chefer i evenemangsorganisationer attförstå sina medarbetare bättre, motivera dem i större utsträckning och därigenom skapakonkurrensfördelar för företaget. Då chefen är tidspressad visar vår studie även att ettkollektivt lärande är av vikt för att effektivisera organisationens lärande. På så sätt behöverinte chefen alltid vara den drivande faktorn i lärandet. Vår forskning visar att teknologiskalösningar hjälper den tidspressade organisationen för att skapa ett mer kollektivt lärande ochen mer hållbar lösning då detta är ett mer tidseffektivt verktyg för att dela kunskap. Vi bidrarhär med en teoretisk lösning som även blir praktiskt genomförbar till skillnad från fleratidigare teorier.

In this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either fare well in mathematics despite poor EF skills, or may have strong EF skills despite weak mathematics skills. We propose that attention to different profiles of discordance for EF and mathematics may help identify individualized learning needs for students at risk for mathematics difficulties and disabilities.

The article deals with the problem of professional pedagogical preparation of students with disabilities. The basis for the implementation of the educational standard for students with disabilities is the individualization of learning. Psychological support of educational process for people with disabilities involves psycho-diagnostics, individualized psycho-correction, a variety of training, psychological counseling. В статье рассматривается проблема профессиональной педагогической подготовки студентов, имеющих ограничения в состоянии здоровья. Основой реализации ФГОС для студентов с ОВЗ выступает индивидуализация обучения на основе адаптированных программ дисциплин. Психологическая поддержка образовательного процесса для лиц с ОВЗ предполагает психодиагностику, индивидуализированную психокоррекцию, разнообразные тренинги, психологическое консультирование.