Learner Positioning System (LPS): a GPS-like system positioning each learner with a learner profile, learning map, and resource bank¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper envisions Learner Positioning Systems, analogous to a geographic GPS, that help learners position themselves in their learning. "An effective LPS would include information about the learner; a map of learning topics and progressions; and a bank of programs and resources tied to the learning map and the student's unique characteristics." Students would self-identify strengths, preferences, and challenges, select learning trajectories, and find resources, communities, and programs; the LPS would also help teachers and parents support learners. It is a proposed design concept, not an evaluated artifact.

Design Implications¶

Context¶

Requirements¶

• Information about the learner, including quantitative measures of progress, content knowledge, skills, dispositions, learning preferences, and interests
• A map of learning topics and progressions
• A bank of programs and resources tied to the learning map and the student's unique characteristics

Constraints¶

• The LPS is presented as a vision for future development, not an existing or tested system

Target Learners¶

• K-12 students with diverse learning needs, including the estimated nearly 50 percent of students with some form of learning diversity

Target Learning Objectives¶

• Self-understanding of personal learning characteristics to guide one's own learning
• Selecting appropriate learning trajectories and resources toward learning goals

Claims¶

Related Theories¶

• Learner Positioning Systems and Learner Models framework
• Jagged profiles concept of learner variability
• Learner variability and jagged profiles as the foundation for personalized learning

Examples¶

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Key Sources¶

• Making Learning Personal for All: The Growing Diversity in Today's Classroom. (2016). https://digitalpromise.dspacedirect.org/items/7acc6442-9c20-42ff-b4b2-21645832493e