Personalising learning is critical for universities to achieving excellence in education. It entails maintaining an education system that is responsive to the learning needs, aptitudes and interests of individual students. Rather than imposing a ‘one-size fits all’ model, personalising learning is anticipated to ensure that every learner achieves his/her highest potential. Pedagogical literature suggests that learning-oriented assessments that are engaging, authentic and relevant are an effective mode for personalisation. DigiExplanations is a novel approach that requires students to create short digital media to communicate their ideas to ordinary audiences. It offers an opportunity for research-based authentic learning by harnessing digital media that exist outside of their institution and their digital competencies to create personally relevant and interesting resources. The aim of the research was to investigate the effectiveness of digiExplanations driven assessments for improving personalised learning in construction education. A case study strategy was adopted in the research. A first-year subject from the construction management degree was chosen as the case, which had a class of 159 students. A new assignment scheme was introduced for which students were required to develop digiExplanations in groups of five. The assessment criteria comprised: rationale for the study; depth and breadth of the discussions for the topic; appropriateness of media used in the discussions; creativity in the use of media (storyboarding); design of digiExplanation; quality of conclusion; and proper acknowledgement of materials used. After the submission deadline, an online survey was conducted with the students to assess how the new assessment approach facilitated personalised learning. Several findings emerged from the study. The digiExplanations based assignment provided similar learning experiences for students with different characteristics concerning their first language, domestic/international student status, work situation and digital competencies. Moreover, the study found that some considerations are more significant than others in designing assessments that can drive personalised learning, which are: personally relevant/interesting, engagement, harnessing internet resources and progressive feedback. The survey findings further suggest that while the new pedagogical approach achieved its intended aim, few students perceived it a cumbersome method as it required more efforts than traditional assignments.

中文翻译：

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DigiExplanation驱动的作业，用于建筑教育中的个性化学习

个性化学习对于大学取得卓越的教育至关重要。它需要维持一个教育系统，以适应每个学生的学习需求，能力和兴趣。预期个性化学习不会强加“一刀切”的模式，而是要确保每个学习者都能发挥自己的最大潜能。教育学文献表明，有趣，真实和相关的面向学习的评估是个性化的有效模式。DigiExplanations是一种新颖的方法，要求学生创建简短的数字媒体以将他们的想法传达给普通观众。它利用机构以外的数字媒体及其数字能力来创建基于个人的有趣资源，从而为基于研究的真实学习提供了机会。该研究的目的是调查digiExplanations驱动的评估对改善建筑教育中的个性化学习的有效性。该研究采用了案例研究策略。以建筑管理学位的一年级课程为例，该课程有159名学生。引入了一种新的作业计划，要求学生以五人一组的形式发展digiExplanations。评估标准包括：研究理由；主题讨论的深度和广度；讨论中所用媒体的适当性；运用媒体的创造力（讲故事）；digiExplanation的设计；结论质量；并正确确认所使用的材料。在提交截止日期之后，与学生进行了在线调查，以评估新的评估方法如何促进个性化学习。这项研究得出了一些发现。基于digiExplanations的作业为具有不同特征的学生提供了相似的学习经历，这些特征涉及他们的母语，国内/国际学生身份，工作状况和数字能力。此外，研究发现，在设计可以推动个性化学习的评估时，某些考虑要比其他考虑更重要，这些评估是：个人相关/有趣，参与，利用互联网资源和逐步反馈。