Learning Profile Of Students Research Articles

Fuzzy Modeling Built Through a Data Mining Process

This work uses fuzzy logic to identify the learning profile of students in a teaching and learning environment. The purpose of this identification is to lead the student to more appropriate use of the available resources in the environment. The fuzzy modeling has been developed from a process of data mining. The mined data set has several learning profiles of several students. The classification method called Decision Tree (DT) was applied in the mining process, and for the comparison two algorithms were used. The analysis of data from the DT allowed to validate and improve the results of fuzzy modeling. This validation process can be used in the remodeling of the characteristics of any fuzzy system, it is a way to build a more harmonious and consistent model, in this case, the student profile.

Learning Profile Identification Based on the Analysis of the User's Context of Interaction

One of the e-learning environment goal is to attend the individual needs of students during the learning process. The adaptation of contents, activities and tools into different visualization or in a variety of content types is an important feature of this environment, bringing to the user the sensation that there are suitable workplaces to his profile in the same system. Nevertheless, it is important the investigation of student behaviour aspects, considering the context where the interaction happens, to achieve a efficient personalization process. The paper goal is to present an approach to identify the student learning profile analyzing the context of interaction. Besides this, the learning profile could be analized in different dimensions allows the system to deal with the different focus of the learning.

From Problem to Solution: Working Together to Make a Difference

AbstractIn line with current research into changes in service delivery models, educational psychologists from Catholic Education, Parramatta, initiated a pilot project in 2005, to trial a solution-focused, consultative model of service delivery to schools. Three primary and two secondary systemic schools across Western Sydney participated in the project, the focus being firstly, changes in service delivery by educational psychologists from individual casework to solution-focused consultation, and secondly, the professional development of teachers. The intent was to encourage collaboration between special education and classroom teachers; to encourage a shift in their thinking and practice from problem to solution; and to improve their identification, assessment and intervention skills. At the same time the educational psychologists implemented a solution-focused, consultative model of service delivery, referral package and student learning profile. Independent consultants used a mixed methodology to evaluate the efficacy of the project. Findings from both qualitative and quantitative data revealed support from the participants for the consultative model in its ability to provide a more effective service for students with special needs and a comprehensive framework for empowering and developing their teachers. The role of the educational psychologist as a partner in the education process at the school level was considerably enhanced.

數位個別指導教材研發與適性補救教學模式之研究－以國小五年級數學“因數與倍數”單元為例

In this research, a hybrid method of computerized adaptive test and individual remedial instruction is proposed. The computerized adaptive testing algorithm is based on students' item structure and the individual remedial instruction is designed by experts' knowledge structure and students' item structure. Computerized adaptive test is first administrated for diagnosing individual student's learning profile. Based on this profile, the adaptive individual remedial instruction process is constructed and administrated. The difference of pre-test and post-test shows that the proposed method can help students to improve their learning situations.

A Mixed Approach to Modelling Learning Styles in Adaptive Educational Hypermedia

In this paper we present a theoretical framework that deals with the dynamic modeling of learning styles. In that sense we propose a mixed approach. Firstly, we collect explicit information about the students by means of the ILS (Index of Learning Styles) questionnaire developed by Felder and Soloman. Our system adapts the course structure and sequencing to the student’s profile. Later, we use the implicit information gathered by the system during the course in order to dynamically modify or not the course structure and sequencing previously selected. As the amount of data available for a particular student grows, the learning profile of students may or may not change. We believe that improving learning process implies not only acquisition of knowledge but also a good level of satisfaction and motivation of learners. Incorporation of learning styles into the user model is a good way to take into account student’s preferences, and it could be integrated and modified in a more complex framework.

Student learning profiles in two innovative honours degree engineering programmes

This paper reports a study of innovative and traditional engineering programmes at the University of Salford, UK Attention is given to student entry, and to course evaluation and improvement. Using the Myers-Brigg Type Inventory (MBTI) and the Technical Students' Learning Environment Preferences questionnaire (TSLEP), data were obtained about personality type and student developmental level. In addition, a selected group of the students were interviewed to measure their cognitive levels as defined by Perry's model of intellectual and ethical development, and to assist in the validation of the TSLEP questionnaire.

RESPONSIVE ASSESSMENT FOR SPECIAL LEARNERS

The need for change in assessment procedures for students with mild or moderate handicaps is discussed, and recommendations for change are made. The need for change is based on the fact that special education assessment and instruction are based on a positivist assumption that we can appropriately “diagnose” learning problems and implement treatment by using assessment techniques that do not respond to the needs of the teachers, students, or parents. Assessments typically produce scores that are of little value when discussing what students actually know or what instructional needs they have. In contrast, holistic assessment is a systematic method of gathering data on the learner and the learning environment. It attempts to view the whole child and learning as a whole rather than focusing on isolated pieces. It also attempts to respond to the teachers and parents' needs. It is an ongoing procedure in which a variety of techniques are used. Specific holistic assessments and the combination of holistic assessment with portfolio assessment to create meaningful learning profiles of students are described.