Student-Led Learning Path Personalization Through Case Studies Selection

Presentation In order to provide engaging learning solutions to the students of the fully-online Master in Education and ICT (e-learning) (Universitat Oberta de Catalunya) we have undertaken an action-research project. This study aims at the definition and validation of a pedagogical strategy consisting of a student-lead learning path personalization through case studies selection. The definition of this strategy takes into account the diversity of our student's professional interests as well as the European Higher Education Area (EHEA) guidelines for more personalized learning. The strategy is evaluated through the design of a competency-based teaching plan that allows the students to build their own learning pathways through the selection of three out of six case studies. The design and implementation of the proposal involved the participation of teachers and facilitators working in accordance with UOC's on-line teaching model, along with the researchers working on the project. This proposal presents the results of the first phase of research with two cohorts of students. It includes a validation of the strategy and further recommendations for the design and implementation of a pedagogical approach for personalization using case-based learning. Objectives The overall objective is: - To create a pedagogical strategy for personalizing learning through pathways designed by the student by way of selection of a series of case studies. From which a series of specific objectives is outlined: - Evaluate a strategy to create custom learning paths based on the selection of three case studies from a total of six. - Consider the adequate selection of case studies as an activity that facilitates the acquisition of skills and as a teaching resource that facilitates contextualization of learning. - Develop a series of recommendations for implementation of the strategy that include best practices and guidelines for monitoring students. - Develop a series of recommendations for technological implementation of the pedagogical strategy that best supports both collaborative work and, the development of the personal learning path. Context The program design of METIC is based on a map of skills that are both program specific and cross-curricular. These skills are distributed among the different subjects and a balance is sought between their progressive integration throughout the course and their specific development according to an increasing level of complexity. The program consists of an initial series of courses with an emphasis on theory-based learning, which includes aspects related to design and the implementation and management of technologies for teaching and learning. The program completes with a set of courses organized according to each specialization (teaching and learning, design and management) and they are mainly based on the case method approach. Under this approach, students are confronted with real situations and must solve contextualised problems that have open solutions. The case studies are also designed according to the competency-based approach that facilitates their coherent integration into the courses and ensures the consistency and quality of the Masters program. Design The perspective of action research takes into account both the design and the type of educational intervention, as well as the resources to use. From the existing learning plan for the course "Design educational contexts based on the use of ICT", which proposed working with three case studies, a new proposal was outlined that doubled the number of cases. The inclusion of the six cases integrated into the new learning plan is based on the correspondence between the skills developed throughout the course with those set forth in each case. The second criterion in choosing cases for inclusion in the new course format takes into consideration the areas where the problems to be solved are situated (primary teaching, secondary teaching, university teaching and teaching within organizations). The third criterion focused on case-solving, either individually or collaboratively. Implementation and collection of data The study was carried during a semester and involved two cohorts (in Catalan with 25 participants and in Spanish with 14 participants). During the first week of the course students were asked to consult the learning plan and explore each of the six cases with the aim of selecting three in which they were interested to work. In parallel, students were asked to communicate their decision to their facilitator and other participants in the classroom through an online application called Doodle. Once the course was completed students were invited to answer an online questionnaire with eight open questions about the possibility of selecting the cases, the relevance of this pedagogical strategy, and its timely application. The results were then compared to identify whether the reasons for the selection of cases at the opening of the course were maintained or differed once work was completed. In parallel, two facilitators of the course (one per group) were asked to keep a reflective diary where they regularly too notes on their experience of the course. The ultimate purpose of this task was both to improve their own practice as facilitators as well as for the transfer of experience. Results and/or Conclusions The research approach adopted provides knowledge that informs the decision-making processes, both on the design of training plans based on the personalization of learning paths as well as the techno-pedagogical implementation of the proposed training. Anchoring the study is a concrete experience that contributes to the validation of the pedagogical strategy and provides elements for refinement. The results of the first phase of the research have provided: - Evidence for validating the customization approach used as a motivator of learning. - Elements for a revision and refinement of how the pedagogical strategy was implemented. - Validation of the criteria for the selection of cases to be included in a course that implements a pedagogical strategy of customization. - A guide to implementing the pedagogical strategy of customization for the facilitators with rules of thumb on how to adapt to specific situations and recommendations for best practices. - Recommendations for the technological implementation of the pedagogical strategy in a virtual learning environment that supports both the selection of cases, as well as the monitoring of individual learning pathways and their management.