Papazoi, E., Papanikolaou, K. A., Gouli, E., & Grigoriadou, M. (2016). How personalization may benefit the learning design process with LAMS. In P. Anastasiades & N. Zaranis (Eds.), Research on e-learning and ICT in education: Technological, pedagogical and instructional perspectives (pp. 119-130). Switzerland: Springer International.  Abstract retrieved from http://link.springer.com/chapter/10.1007/978-3-319-34127-9_9

Abstract: 

“This study combines research in the area of adaptive learning environments with the LMS area by analyzing the design process of personalized courses in Learning Activity Management System (LAMS). Postgraduate students used LAMS to design and personalize courses. The way personalization is introduced in the courses is analyzed based on the source of adaptation, the adaptation method, and the adaptabilityopportunities. The added value of this process for the authors–designers is explored by analyzing students’ artifacts based on criteria that match the various knowledge types proposed by the Technological Pedagogical Content Knowledge (TPACK) framework. Moreover, the appropriateness and adequacy of the available tools by which adaptation can be implemented in LAMS are evaluated. Results provide evidence about the potential of designing personalized lessons in cultivating various types of knowledge such as pedagogical and technological but also their combination, the technological pedagogical knowledge. This work also provided evidence about the potential of LAMS in supporting adaptivity and proposals about possible extensions of the environment.”