This article proposes that educational personalization may be usefully understood from a process perspective. It defines educational personalization as that which occurs within any planning or decision-making process which runs for one student at a time, and uses information from or about individual students, in order to output educational plans and decisions for them. Importantly, understanding personalization as a process illuminates what it is that we design when we design for personalized education (that is, planning and decision-making processes) – and helpfully suggests familiar process-analytic vocabulary (e.g. ‘trigger’, ‘agent’, ‘rules’) for describing the further designable elements of those processes. It is argued that this simple, inclusive definition forms a consensus point from which to conduct research and design conversations about personalized education. In particular, it allows for the orderly comparison of diverse designs, toward increasing our knowledge of what makes for ‘good’ personalization.

中文翻译：

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教育个性化研究和设计问题的过程视角

本文提出，从过程的角度可以有效地理解教育个性化。它将教育个性化定义为发生在每次为一名学生运行的任何计划或决策过程中，并使用来自或关于个别学生的信息，以便为他们输出教育计划和决策。重要的是，将个性化理解为一个过程，阐明了我们在为个性化教育（即规划和决策过程）设计时所设计的内容，并有助于建议熟悉的过程分析词汇（例如“触发”、“代理”、 “规则”）用于描述这些过程的进一步可设计元素。有人认为，这个简单的，包容性定义形成了一个共识点，从中可以进行关于个性化教育的研究和设计对话。特别是，它允许对不同设计进行有序比较，以增加我们对“良好”个性化的了解。