LUDOVIALES đ Developing personalized learning paths through AI allows for consideration of individual needs, skill levels, and learning preferences of students. In the context of distance learning, students from Cned are required to work independently following a guided sequential pedagogical path and have been able to test adaptive pathways. Isabelle Preud’homme will present this issue on April 10th during the LUDOVIALES dedicated to AI in the classroom.
Given the diversity of students’ needs and skill levels, the ability to respond effectively and equitably to each one is a complex challenge for teachers. According to the Cned experience, for students in difficulty or with vulnerabilities (such as school phobia), errors can become a significant source of anxiety. They may perceive each mistake as a personal failure, which can reinforce their feelings of incapacity and insecurity.
This can also discourage them from trying again or engaging in learning, fearing judgment from others and repeating the error. Adaptive pathways undertaken independently reassure students; they can indeed adopt a trial-and-error approach while benefiting from a guide that helps them overcome obstacles and provides them with tailored, benevolent advice.
Students’ engagement capacity, motivational drivers, optimization of cognitive load, and reduction in performance quest are also keys to successful learning. The diversification offered by generative AI opens up a path of pedagogical creativity that also addresses these axes.
Register for this workshop led by Isabelle from Cned on the LUDOVIALES website.
