The Constructivist Learning Theory and Digital E-learning Tools

 

My Journey with Personalization and Adaptive Learning Technologies

In my experience as an enthusiastic teacher, I have always maintained that all learners are talented in one way or another. Nonetheless, the traditional methods of teaching do not quite meet the needs of each learner, thus causing dissatisfaction and uneven performance. It was this realization that prompted me to research into adaptive and personalized learning technologies that fundamentally changed not only how I taught but also students’ learning process.

In educational scenarios, individualization implies adapting the learning process to each student’s specific requirements, benefits, and goals. Adaptive learning technologies have gone a step higher through using info-powered algorithms that adapt content, pace and difficulty in real-time by students’ performance. It was a weighty moment when I introduced an adaptive learning platform into my classroom for the first time. I could see what every student was doing at all times; this allowed me to offer them timely advice that is based on where they were at in their work.

As a result, there was an increase in student involvement and understanding of the subject matter. According to research findings, by giving them learning opportunities customized according to their learning styles and preferred modes of instruction, adaptive learning can be instrumental in enhancing students’ academic performance.

Weighing the benefits and drawbacks of adaptive educational systems, one can say that this technological approach has a lot to offer. One of its major problems is that these advances will only support and not replace of education’s human core. Essentially, teaching is about more than just transferring knowledge as it involves relating with learners in cases where their emotional or physical needs are addressed. Arguably, the best outcomes through adaptive learning technologies are obtained when they are combined with an all-inclusive education strategy that integrates people along with technology (Sterling 2010). Striking the right balance maximizes gains from technological advancements and also retains essential links between individuals in teaching.

Improving access to flexible systems for learning is a much more widely explored problem. Existing inequities are deepened by unequal access for all students to the tools and online resources they need. It is the job of educators to advocate for policies and practices that will allow all students access to special learning opportunities. Therefore, it is important to stay on track with recommendations of United Nations Educational Scientific and Cultural Organization (2017), In Case Technology Advances So Fast That It Could Cause Someone to Miss Their Education.

While my optimism for the potential of adaptive technologies to progress education does not dampen as I probe deeper into their theoretical curing properties, a workable solution is elusive. Through these tools, every student will be able to learn according their capabilities and reach full potential. However, these options must be explored with an eye towards the challenges ahead while preserving education's human element and ensuring all students have equitable access.

The bottom line with personalized and adaptive learning, my students have learned more; I have gotten better at teaching. These resources have all helped me to do something completely NEW and actually relevant in my work with the students, which has improved their learning experience ultimately leading them to achieve so much better. As they continue to improve, I am excited about what these technologies mean for building an education system that is more effective, equitable and personalized.

 

References

·       Siemens, G., & Long, P. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 46(5), 30-40.

·       Sterling, S. (2010). Transformative Learning and Sustainability: Sketching the Conceptual Ground. Learning and Teaching in Higher Education, 5(11), 17-33.

·       UNESCO. (2017). A guide for ensuring inclusion and equity in education. Paris: UNESCO.