{"id":27,"date":"2024-04-04T05:25:06","date_gmt":"2024-04-04T02:25:06","guid":{"rendered":"https:\/\/sisu.ut.ee\/icalt2020\/track-2-adaptive-and-personalised-technology-enhanced-learning-aptel\/"},"modified":"2024-04-04T05:26:00","modified_gmt":"2024-04-04T02:26:00","slug":"track-2-adaptive-and-personalised-technology-enhanced-learning-aptel","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/icalt2020\/track-2-adaptive-and-personalised-technology-enhanced-learning-aptel\/","title":{"rendered":"Track 2. Adaptive and Personalised Technology-Enhanced Learning (APTeL)"},"content":{"rendered":"

\n\tTrack Program Chairs<\/strong>
\n<\/h2>\n
\n
\n\t\t\"\"\n

\n\t\t\tElvira Popescu<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tUniversity of Craiova, Romania
\n\t\t<\/h5>\n
\n\t\t\t(CO-ORDINATOR)
\n\t\t<\/h5>\n<\/div>\n
\n\t\t\"\"\n

\n\t\t\tSabine Graf<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tAthabasca University, Canada
\n\t\t<\/h5>\n<\/div>\n
\n\t\t\"\"\n

\n\t\t\tSharon I-Han Hsiao<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tArizona State University, USA
\n\t\t<\/h5>\n<\/div>\n
\n\t\t\"\"\n

\n\t\t\tKyparisia Papanikolaou<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tSchool of Pedagogical & Technological Education, Greece
\n\t\t<\/h5>\n<\/div>\n<\/div>\n
\n
\n\t\t\"\"\n

\n\t\t\tYacine Atif<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tUniversity of Skovde, Sweden
\n\t\t<\/h5>\n<\/div>\n<\/div>\n

\n\tTrack description and topics of interest<\/strong>
\n<\/h2>\n

\n\tAdvanced learning technologies keep transforming what people learn, how they learn it and the ways they access learning opportunities in formal and informal contexts. As the educational landscape evolves, learning gets more structured around flexible curricula that have to accommodate the needs of diverse student audiences, and educational organizations which offer services for accessing educational content and resources through a variety of platforms, devices, and learning contexts. In this framework, adapting the educational experience to learners\u2019 preferences, needs and background becomes critical. The challenge concerns providing an alternative to the \u201cone-size-fits-all\u201d approach in designing learning technologies, taking into consideration individual differences among learners and the various contexts within which learning will take place. The aim is to maximize learner satisfaction, learning retention and efficiency of the learning process. Adaptation can take place both at individual and group\/community levels, whereby intelligent and adaptive technologies are integrated to empower socially-grounded learning experiences.\n<\/p>\n

\n\tAPTeL@ICALT2020 explores different dimensions of adaptation and personalization, including learner modeling and adaptation mechanisms, as well as techniques, designs, implementation approaches, and experimental validations. A main issue that is expected to be addressed in this forum is the impact of adaptive and personalised learning environments in real educational (formal or informal) contexts, focusing on how these environments can be integrated in the educational process in order to enhance and promote efficient personalised learning cycles. \u201cWhat can we adapt to?\u201d, \u201cWhat can be adapted?\u201d, \u201cHow can we collect and process relevant data?\u201d, \u201cWhat is the impact of adaptation?\u201d, \u201cHow technology-enhanced adaptive environments may promote personalized learning in real contexts?\u201d, \u201cHow are learners profiled and how do they perceive personalization?\u201d, \u201cHow can we support educators develop personalized content and resources?\u201d, \u201cHow can interaction data collection, analysis and\/or visualization be adapted to identify learner needs or enhance personalized learning experiences?\u201d, \u201cHow can learner communities benefit from personalisation?\u201d are some important questions that need to be addressed.\n<\/p>\n

\n\t\u00a0\n<\/p>\n

\n\tTopics of interest cover various adaptivity and personalization issues in technology enhanced learning, in particular:\n<\/p>\n

    \n
  • \n\t\tPersonal learning environments (PLE)<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tIntelligent learner and group modeling<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tAdaptive learning methods and techniques<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tAdaptive collaborative learning<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tPersonalized mobile learning applications<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tAdaptive educational games<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tAdaptivity and personalization in MOOCs<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tCognitive, motivational and affective aspects for personalization<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tMeasurement and evaluation in adaptive learning environments<\/span><\/span>\n\t<\/li>\n
  • \n\t\tPractice and experience sharing<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tLearning and teaching with <\/span>adaptive and personalised learning environments<\/span><\/span><\/span>\n\t<\/li>\n
  • \n\t\tPersonalized learning design<\/span><\/span>\n\t<\/li>\n
  • \n\t\tPersonalized learning<\/span>\/<\/span>teaching analytics<\/span><\/span>\n\t<\/li>\n
  • \n\t\tPersonalized support for communities of learners<\/span><\/span>\n\t<\/li>\n
  • \n\t\tContext-aware models for personalized learning<\/span><\/span>\n\t<\/li>\n
  • \n\t\tAdaptive learning in pervasive computing environments\u00a0 <\/span><\/span>\n\t<\/li>\n<\/ul>\n

    \n\t\u00a0\n<\/p>\n

    \n\tTrack Program Committee<\/strong>
    \n<\/h2>\n

    \n\tMarie-Helene Abel, University of Technology of Compi\u00e8gne, France
    Maria Bielikova, Slovak University of Technology, Slovakia
    Mohamed Chatti, University of Duisburg-Essen, Germany \u00a0
    Chih-Ming Chen, National Chengchi University, Taiwan\u00a0
    Irene-Angelica Chounta, University of Tartu, Estonia\u00a0
    Mihaela Cocea, University of Portsmouth, UK \u00a0
    Carrie Demmans Epp, University of Pittsburgh, USA \u00a0
    Darina Dicheva, Winston-Salem State University, USA
    Agoritsa Gogoulou, National and Kapodistrian University of Athens, Greece
    Mirjana Ivanovic, University of Novi Sad, Serbia \u00a0
    Mike Joy, University of Warwick, UK \u00a0\u00a0
    Milos Kravcik, DFKI GmbH, Berlin, Germany \u00a0
    Mart Laanpere, Tallinn University, Estonia \u00a0
    Monica Landoni, USI, Switzerland\u00a0
    \u00c9lise Lavou\u00e9, University Jean Moulin Lyon 3, France
    Mirko Marras, University of Cagliari, Italy\u00a0
    Carolina Mejia Corredor, EAN University, Colombia\u00a0
    Antonija Mitrovic, University of Christchurch, New Zealand\u00a0
    Alexander Nussbaumer, Graz University of Technology, Austria \u00a0
    Alexandros Paramythis, Contexity AG, Switzerland \u00a0
    Kai Pata, Tallinn University, Estonia \u00a0
    Francesca Pozzi, CNR, Italy \u00a0
    Ma. Mercedes T. Rodrigo, Ateneo de Manila University, Philippines\u00a0
    Vasile Rus, The University of Memphis, USA \u00a0
    Ulrik Schroeder, RWTH Aachen University, Germany\u00a0
    Sergey Sosnovsky, Utrecht University, Netherlands\u00a0
    Marco Temperini, Sapienza University of Rome, Italy\u00a0
    Christos Troussas, University of West Attica, Greece\u00a0
    Maomi Ueno, University of Electro-Communications, Japan \u00a0
    Elle Yuan Wang, Arizona State University, USA\u00a0
    Dunwei Wen, Athabasca University, Canada<\/p>\n","protected":false},"excerpt":{"rendered":"

    Track Program Chairs Elvira Popescu University of Craiova, Romania (CO-ORDINATOR) Sabine Graf Athabasca University, Canada Sharon I-Han Hsiao Arizona State University, USA Kyparisia Papanikolaou School of Pedagogical & Technological Education, Greece Yacine Atif University of Skovde, Sweden Track description and …<\/p>\n","protected":false},"author":30,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-27","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/27","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/users\/30"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/comments?post=27"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/27\/revisions"}],"predecessor-version":[{"id":216,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/27\/revisions\/216"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/media?parent=27"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}