Learner Profiles help teachers know more about their students. It is beneficial for both the student and teacher to know the student's interests and strengths.
It gives the students the ability to express:
- who they are
- address assumptions people may have about them or their disability
- express their aspirations and passions
- have a say in what goes on for them at school and in their learning
These profiles can be created and collected through various means. Teachers can use the data from these profiles to help guide students with the personalized choices they make about their learning.
One does not have to use technology to create a learner profile, but using technology can help facilitate the process. You can create a survey to find out more about each one of your students or have them create a project that depicts their personality.
1. First you need to decide whether to create a survey for your students to take or allow them to create a project for their profile. Depending on the level of your students and their abilities you may want to do a combination of both. Below are several resources to choose from. Look at each one before deciding which one you would like to use to create your own learner profile.
a.Using Google Forms and Save as Doc (an add-on for Google), you can collect data about your students passions, interests, and learning preferences that can help you make suggestions and guide their learning when you begin to offer them choices or even the ability to determine their own learning path. Google Forms collects student answers to questions in a spreadsheet, while Save as Doc turns any student's responses into a text document with the questions and answers listed. Check out this Sample Learning Survey and Example Data (not real student data) created by Save as Doc.
b. is another good tool to use to survey your students. You can have ten questions and up to 100 responses for the basic account. Here are instructions for creating your first survey. After your students have taken the survey you can see a summary view of your data; browse individual responses; create custom charts; use filters to focus on specific data views and segments; and easily download your results in multiple formats.
c. Infographics are a way to sort, arrange, and present data and images in a visually appealing way. There are several online resources for creating infographics. The one shown here was created using Piktochart. There are excellent tutorials and a basic guide for the creation of infographics on the Piktochart Help page. Another resource you might enjoy is called Easel.ly. Watch the video tutorials to learn how to use Easel.ly. Both Piktochart and Easel.ly contain different templates.
Infographics are often used to convey information. To learn how to create one that will send the right message, read this blog post which has 11 infographics about infographics.
Another visual way to present yourself is through TES Blendspace, which allows students to create tiles of their interests, skills, and abilities.
d. WeVideo is another option. Students can record themselves and upload 5 minutes a month up to 1GB to WeVideo. There is an educator version that is $199.00 a year for 30 seats which allows students to create videos in a private COPPA-compliant environment monitored by a teacher. Free Personal accounts do not include collaborative features, administrator security control or advanced editing tools like green screen, screen recording and slow motion. For assistance with WeVideo check out their tutorials.
There are many other ways for students to create a learner profile. A profile can be created using a word document or slide presentation, images, a letter, a blog, a story, a picture, drawing or diagram or simply by a discussion with the students and the teacher taking notes.
Creating a personalized learning profile resembles telling a digital story about yourself. The use of this method (video) depends on the skill level of the student and the resources in the classroom. Tools like Screencast-o-matic, Screencastify (Chrome Add-on), or Jing allow the user to record the screen and use the computer's built in camera - but require posting somewhere online (YouTube, Screencast.com, Vimeo, etc.). Tools like Playposit or Teachem take existing video (e.g. posted in YouTube) and insert comments or questions.
2. Choose one of the above and create a learner profile survey for your students, or an assignment that has them demonstrate their learning preferences in another way using one of the resources above. If you have a classroom right now where it is appropriate to collect learner profiles, you may have each of your students create their own using any of the above ideas.
3. Share your learner profile survey or assignment with your instructor.
Click here to go to Personal Learning Paths
Addressing the ISTE Standards For Educators
1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration,
evaluation, curation and adoption of
new digital resources and tools for learning.
5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
7a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
7b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
7c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
1. Setting Objectives and Providing Feedback;
2. Cues, Questions, and Advance Organizers;
3. Summarizing & Notetaking;
4. Assigning Homework and Practice