Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Implications for practice Future research which examines the complexity and diversity of AI adoption and implementation within and across different institutions of higher learning is needed. The aim should be to foster a culture of interdisciplinary inquiry into the specific applications of AI in the context of diverse academic domains. Cás-Staidéar 24: Foghlaim phearsantaithe laistigh d'oideachas múinteoirí: Creat agus treoirlínte General information Reference/Source: Alisauskiene, S., Guðjónsdóttir, H., Kristinsdóttir, J. V., Connolly, T., O'Mahony, C., Lee, L., ... & Wozniczka, A. K. (2020). Personalised learning within teacher education: A framework and guidelines. https://hdl.handle.net/10468/11841 University/HE institution: University College Cork Course and subject domain: N/A Aim: To introduce a framework of personalised learning within teacher education, which will support teachers to implement personalised learning in their classrooms. Target group: Teachers and teacher educators. Description of case AI tool used: N/A - This is a personalised learning article. A detailed description of what happened: A workshop in Iceland where participants were grouped into ten groups and given rotating roles to map out personal resources and funds of knowledge each participant brought into the group. The study also provided a framework for personalised learning within teacher education that included a variety of methods, such as Walk & Talk and personalised project work. Lessons learned Different groups of participants can use the personalised learning framework to support their understanding and evaluation of their practice but the success of personalised learning depends on the context, quality of the dialogue, and the willingness of individuals to engage with the framework.
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