A process perspective on research and design issues in educational personalization
A process perspective on research and design issues in educational personalization
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教育个性化研究和设计问题的过程视角
DOI：
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发表时间：
2019
影响因子：
1.2
通讯作者：
E. Beese
中科院分区：
文献类型：
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作者：
E. Beese
本文提出，教育个性化可以从过程的角度来理解。它将教育个性化定义为每次为一名学生运行的任何规划或决策过程中发生的事情，并使用来自或关于个别学生的信息，以便为他们输出教育计划和决策。重要的是，将个性化理解为一个过程，可以说明我们在设计个性化教育时所设计的是什么（即规划和决策过程），并有助于提出熟悉的过程分析词汇（例如，“决策者”，“代理人”，“规则”）来描述这些过程的进一步可设计元素。有人认为，这个简单，包容性的定义形成了一个共识点，从进行研究和设计有关个性化教育的对话。特别是，它允许对不同的设计进行有序的比较，以增加我们对“好”个性化的了解。
This article proposes that educational personalization may be usefully understood from a process perspective. It defines educational personalization as that which occurs within any planning or decision-making process which runs for one student at a time, and uses information from or about individual students, in order to output educational plans and decisions for them. Importantly, understanding personalization as a process illuminates what it is that we design when we design for personalized education (that is, planning and decision-making processes) – and helpfully suggests familiar process-analytic vocabulary (e.g. ‘trigger’, ‘agent’, ‘rules’) for describing the further designable elements of those processes. It is argued that this simple, inclusive definition forms a consensus point from which to conduct research and design conversations about personalized education. In particular, it allows for the orderly comparison of diverse designs, toward increasing our knowledge of what makes for ‘good’ personalization.