[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601019-105":59,"doc-detail-601019-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","challenges-in-designing-personalised-learning-paths-in-spocs-research-challenges","Challenges in Designing Personalised Learning Paths in SPOCs - RESEARCH Challenges","","The paper examines challenges in designing personalised learning paths in Small Private Online Courses (SPOCs). It reviews approaches to tailoring instruction, then presents a Danish CPD SPOC that adapts learning through a recommendation system using a learner profile, content model, and adaptation model. The study compares intended, implemented, and attained designs based on semi-structured interviews with students and lecturers, showing notable deviations in how learning paths are created and curriculum decisions are made, while the attained outcomes remain largely successful. It concludes that further research is needed to narrow the design gap.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/challenges-in-designing-personalised-learning-paths-in-spocs-research-challenges/601019/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/challenges-in-designing-personalised-learning-paths-in-spocs-research-challenges/601019.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study on SPOCs?","Question",{"text":112,"@type":113},"It focuses on challenges in designing personalised learning paths in SPOCs by examining differences between intended, implemented, and attained designs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the SPOC personalise learning paths?",{"text":117,"@type":113},"It uses a recommendation system based on three components: a learner profile, a content model, and an adaptation model.",{"name":119,"@type":110,"acceptedAnswer":120},"What causes deviations between intended and implemented designs?",{"text":121,"@type":113},"The paper suggests the deviations are rooted in different learning perspectives among students, lecturers, and the educational designers of the SPOC.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601019,1792192469,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Petersen, A. K., and Gundersen, P. (2019). Challenges in Designing Personalised Learning Paths in SPOCs. Designs for Learning, 11(1),72–79. DOI: [https://doi.org/10.16993/dfl.112](https://doi.org/10.16993/dfl.112)  \n\n| RESEARCH\u003Cbr>Challenges in Designing Personalised Learning Pathsin SPOCs\u003Cbr>Anne Kristine Petersen* and Peter Gundersen*,† |\n| --- |\n| The paper explores the challenges of designing personalised learning paths in SPOCs (Small Private Online Courses). It opens with a discussion on different approaches to tailoring teaching to individual needs and moves on to introduce a SPOC that was developed for Continuing Professional Development (CPD) for primary and lower-secondary teachers in Denmark. The SPOC, which performs adaptation using a recommendation system, allows for students to create a personalised learning path on the basis of three components: a learner profile, a content model and an adaptation model. Using the three components as a starting point, the SPOC is analysed in order to identify differences between the intended design (what the SPOC set out to do), the implemented design (how the SPOC is used by its users) and the attained design (the outcome of the SPOC). The analysis draws on data from a series of semi-structured interviews with SPOC students and their lecturers. We find that the implemented design deviates from the intended design in several respects, most notably in relation to how the personalised learning paths are created and how decisions as to curriculum contents are made. Moreover, it is suggested that differences between the intended design and the implemented design are rooted in differences in the learning perspectives of the students, the lecturers and the educational designers of the SPOC. Despite the fact that the implemented design deviates from the intended design, the attained design is nevertheless successful in that a high percentage of the students enrolled succeeded in passing their examinations and thus obtained the formal qualifications in the subjects they teach. It is concluded that further research in adaptive learning designs for online platforms such as MOOCs (Massive Open Online Course) and SPOCs is needed to minimise the gap between intended designs and implemented designs in order to create a more personalised learning experience for the students involved. |\n| Keywords: Personalised learning; SPOCs; curriculum design; adaptation; learner profiles |\n\nIntroduction  \nIn formal education, the curriculum plays a crucial role, because it outlines the planned programme of objectives, content, learning experiences, resources and assessment offered by an education institution or an education programme. The word curriculum stems from Latin and translates into ‘a race’ or ‘the course of a race’ (which in turn derives from the verb ‘currere’ meaning ‘to run’ or‘to proceed’) . In formal education throughout the world, students are often expected to complete ‘the course of arace’, i.e. their studies, at the same pace by studying the same contents in much the same manner to reach the same goals in the form of a number of shared learning objectives and a final examination. Paradoxically, it is also a well-known fact that students learn in different ways and that their personal prior knowledge is a highly influential factor in the learning process (Glaser, 1984) .  \n* University College Absalon, DK  \n† Aalborg University, DK  \nCorresponding author: Peter Gundersen ([pgu@pha.dk](pgu@pha.dk))  \nConsequently, different approaches to tailoring teaching to individual needs have emerged. Most notably the concept of differentiation has been introduced, where a variety of teaching methods are used to meet the individual learning needs and preferences of students who share the same learning goals. Likewise, the concept of individualization addresses students with the same learning goals, but this approach differs from differentiation in that students can move forward at their own pace and re","cbCaitlHg2SYbEAe","https://ap.wps.com/l/cbCaitlHg2SYbEAe","pdf",950356,"English","# Introduction\n## Curriculum and pace in formal education\n## Differentiation vs. individualization\n## Personalisation in CPD and adaptive learning designs\n## SPOCs as empirical context","[{\"question\":\"What is the main focus of the study on SPOCs?\",\"answer\":\"It focuses on challenges in designing personalised learning paths in SPOCs by examining differences between intended, implemented, and attained designs.\"},{\"question\":\"How does the SPOC personalise learning paths?\",\"answer\":\"It uses a recommendation system based on three components: a learner profile, a content model, and an adaptation model.\"},{\"question\":\"What causes deviations between intended and implemented designs?\",\"answer\":\"The paper suggests the deviations are rooted in different learning perspectives among students, lecturers, and the educational designers of the SPOC.\"}]","Challenges in Designing Personalised Learning Paths in SPOCs - RESEARCH Challenges | PDF",1792091817]