Creating a personalized learning environment in the classroom

Bachelor 2024/2025

Type: Elective course (Psychology)

Area of studies: Psychology

Delivered by: School of Psychology

Where: Faculty of Social Sciences

When: 4 year, 1 module

Mode of studies: distance learning

Online hours: 24

Open to: students of one campus

Instructors: Elena Lvova, Ekaterina Nazina

Language: English

ECTS credits: 3

Contact hours: 6

Full Syllabus

Abstract

Этот онлайн-курс представляет собой обзор современных педагогических, психологических и философских теорий и подходов, сопровождаемый большим практическим блоком по проектированию персонализированной среды обучения в классе.

Learning Objectives

Creating teaching approaches through the lens of personalized learning

Expected Learning Outcomes

Students understand the theoretical principles of student-oriented curriculum design (constructivism, connectivism, information-age education, personalized learning, universal design for learning)
Students can analyze their teaching style and preferences
Students are able to identify teacher’s and learner's perspective in education through deconstructing the elements of learning-centered syllabus
Students are able to write appropriate learning objectives for there lesson
Students understand at least one Taxonomy (Bloom’s, De Fink, Biggs)
Students know several instructional strategies (active learning, group-based, assessment-based, organizational instructional strategies)
Students can choose appropriate approaches to motivate students in their classroom (guided discovery, problem-based learning, project-based learning, flipped classroom)
Students understand approaches to motivate students (inductive and deductive approaches)
Students are able to use the rubrics for assessing assignments
Students are able to choose or/and create progress maps for their course
Students are able to use the constructive alignment model to create their curriculum
Students can manage how to increase the learner’s feeling of autonomy in the learning environment
Students can organize teaching materials in student-friendly way
Students develop their vision on how to make their communication more student-friendly
Students understand the basic principles to collect the feedback
Students can debug and implement their project materials into their practice

Course Contents

Theoretical bases and principles to create personalized learning environment in the classroom
Curriculum design, Instructional strategies and Learning outcomes
Understanding the mechanisms (drivers) of competence formation
Assessment and progress maps
Managing a personalized lesson environment
The criteria for the program evaluation. Final project. Course overview

Assessment Elements

test 1
First attempt score for the test "Theoretical bases and principles to create personalized learning environment in the classroom"
test 2
First attempt score for the test 2 "Curriculum design, Instructional strategies and Learning outcomes"
test 3
First attempt score for the test "Understanding the mechanisms (drivers) of competence formation"
test 4
First attempt score for the test "Assessment and progress maps"
test 5
First attempt score for the test "Managing a personalized lesson environment"
group project
The group project "Creating a personalized learning environment for General Psychology learning" (in pairs). Full guide provides in smartLMS.

Interim Assessment

2024/2025 1st module
0.5 * group project + 0.1 * test 1 + 0.1 * test 2 + 0.1 * test 3 + 0.1 * test 4 + 0.1 * test 5

Bibliography

Recommended Core Bibliography

Dale H. Schunk. (2013). Learning Theories: Pearson New International Edition : An Educational Perspective. Pearson.
Lin, L., & Atkinson, R. K. (2016). Educational Technologies : Challenges, Applications and Learning Outcomes. Hauppauge, New York: Nova Science Publishers, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1385397

Recommended Additional Bibliography

Bouw, E., Zitter, I., & Bruijn, de, E. (2020). Designable elements of integrative learning environments at the boundary of school and work : A multiple case study. Learning Environments Research. https://doi.org/10.1007/s10984-020-09338-7
Cabaleiro-Cerviño, G., & Vera, C. (2020). The Impact of Educational Technologies in Higher Education. GIST Education and Learning Research Journal, 20, 155–169.
Yörük, T. (2021). Practitioners’ Opinions on Student Assessment Process in Distance Education in the Context of Educational Technologies. Shanlax International Journal of Education, 9(2), 12–17.

Authors

LVOVA ELENA NIKOLAEVNA
VECHERIN ALEKSANDR VIKTOROVICH

Course Syllabus