Learning plan

Abstract: In personalized learning, each student gets a customized learning plan according to their pace of learning, instructional preferences, learning objects, etc. Hence the content recommender system in Personalized Learning Environment (PLE) should adapt to learner attributes and suggest appropriate learning resources to aid the learning process and improve the learning outcomes. This systematic literature review aims to analyze and summarize the studies on learning content recommenders in adaptive and personalized learning environments from 2015 to 2020. The publications were searched using proper keywords and filtered using the inclusion and exclusion criteria, which resulted in 52 publications. This paper summarizes the recent trends in research on different aspects of the recommender systems, such as learner attributes, recommendation methods, evaluation metrics, and the usability tests used by the researchers. It is observed that cognitive aspects of learners like learning style, preferences, knowledge level, etc., are used by most studies than non-cognitive aspects as social tags or trust. In most cases, recommendation engines are a hybrid of collaborative filtering, content-based filtering, ontological approaches, etc. All models were evaluated for the correctness of the prediction done, and a few studies have also done evaluations based on learner satisfaction or usability.

Abstract: The purpose of this study is to investigate the efficiency of learning plan implementation prepared with the cooperative learning method. In particular, the study addresses the effect of cooperative learning on students’ achievement and their views regarding the ‘Systems in Our Body’ unit of the 6th grade Science and Technology lesson. For this purpose, mixed method was used. The study is conducted in the second term of the 2013-2014 academic year, on a study group consisted of 7 girls and 13 boys, a total of 20 students of a private middle school in Istanbul. An achievement scale was utilized for the quantitative data and focus group interviews were hold for the qualitative data. While t-test was used for the quantitative findings, content analysis technique was used for the qualitative data. The result of the study indicated that CL method had a favorable effect on learning. The cooperation based learning-teaching environment provided cooperation, supported permanent learning, provided opportunities to be successful, contributed to the development of social and personal skills, but also caused worry as it requires students to be successful at all stages.

Abstract: In new-product development, most management approaches presume a high ratio of knowns to unknowns, and most planning involves prescribed pathways through developmental stages. In fact, a byproduct of the focus on quality and operational excellence is that companies tend to avoid uncertain situations and resist market experimentation. Such approaches are counterproductive for any project that has the potential to produce real breakthrough innovations. In this article, the authors offer a framework, called the Learning Plan, that enables companies to manage breakthrough innovation by explicitly recognizing that project teams are proceeding on the basis of assumptions, rather than known facts. The authors identify four different types of uncertainties (technical, market, organizational, resource) that can hinder a project's long-term success. Technical uncertainties relate to the completeness and correctness of the underlying scientific knowledge, the extent to which the technical specifications of the product can be implemented, the reliability of the manufacturing processes and its maintainability. Market uncertainties include the degree to which customer needs and wants are clear and well-understood, the extent to which conventional forms of interaction between the customer and the product can be used, the appropriateness of conventional methods of sales/distribution and revenue models and the project team's understanding of the relationship of the breakthrough innovation to competitors' products. Organizational uncertainties include organizational resistance, lack of continuity and persistence, inconsistency in expectations and metrics, changes in internal and external partners and changes in strategic commitment. Finally, resource uncertainties often can pose difficulties as project teams continually struggle to attract the resources they required. After discussing these difficulties, the authors identify a plan that allows a team to deal with those uncertainties in a proactive way with the type of ongoing evaluation and redirection that characterizes any breakthrough innovation project.

Abstract: This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.