Personalization of Instruction: Design Dimensions and Implications for Cognition

Autor/inn/en	Walkington, Candace; Bernacki, Matthew L.
Titel	Personalization of Instruction: Design Dimensions and Implications for Cognition
Quelle	In: Journal of Experimental Education, 86 (2018) 1, S.50-68 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2017.1380590
Schlagwörter	Individualized Instruction; Instructional Design; Relevance (Education); Cognitive Processes; Difficulty Level; Knowledge Level; Cultural Capital; Intervention; Mathematics Instruction; Intelligent Tutoring Systems; Prior Learning; Student Centered Learning; Transfer of Training; Student Interests; Problem Solving + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Relevance; Relevanz; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Wissensbasis; Mathematics lessons; Mathematikunterricht; Intelligentes Tutorsystem; Vorkenntnisse; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Training; Transfer; Ausbildung; Studieninteresse; Problemlösen
Abstract	Instruction can be made relevant to students when it draws upon and utilizes their interests, experiences, and "funds of knowledge" in productive ways to support classroom learning. This approach has been referred to as "context personalization." In this paper, we discuss the cognitive basis of personalization interventions, including theories related to grounding via concrete experience, activation of funds of knowledge, and cognitive load. We discuss a series of interventions in which different approaches to personalization, each of which involves a different operationalization of how instruction can be made "relevant," are compared in studies of mathematics learning, often involving intelligent tutoring systems. We show how results vary for these interventions based on the degree to which personalization is designed to match with and draw upon learners' unique quantitative experiences, based on prior cognitive characteristics of learners and based on the degree of ownership and control students experience in the learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01