LEARNING PERSONALISATION AT THE TERTIARY LEVEL USING ICT

The paper discusses approaches of learning personalisation using ICT at the university level. The pilot study was implemented during August 2017- February 2018. In total 34 students participated in the pilot. 9 learning scenarios were developed based on such criteria as knowledge of the subject and learning style.

Applying different criteria allows reaching a different level of personalization. Scientific literature distinguishes several groups of criteria: knowledge, age, motivation, learning style, etc. One of the most commonly used criteria is related to the level of current knowledge. It is important that the learning scenario is designed in such a way so that it is flexible enough for learners with different levels of knowledge (Bates, 2016). Another criteria is related to the motivation of learners, because their expectations of the course influence its design. Personalisation can be more successful while encouraging internal motivation by creating a space for discoveries, giving challenges that require creative solutions.

The pilot of learning personalisation was implemented using the Moodle platform. The pilot revealed that while designing learning scenarios, teachers should take into consideration learners’ preferences for learning content and its format. Regular feedback on the content and its format from learners is needed to evaluate if personalisation is successful.

The last but not the least is the criteria related to learning style. Even though there are varieties of typologies of learning styles, there are no sufficient evidences that personalisation based on learning styles brings more positive learning outcomes.