Learner Diversity and LxT

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avi...@linguistics.mu.ac.in

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Feb 18, 2024, 9:49:19 PM2/18/24

to noc24-ge1...@nptel.iitm.ac.in

Hi,

I have a question about what is happening in this video at 00:04:22 -

http://www.youtube.com/watch?v=HUmrEUYubPQ#t=262s.

It is not clear to me how LxT resolves the issue of diversity. The experience of LxT in this course has been: two LxTs were provided. These LxTs had resources made available in various formats. LxTs are followed by AQs. AQs ensure that the learner has not skipped the LxT. My question is: How is the issue of diversity (in its various dimensions) addressed? To my mind, it seems to be equivalent to learning resources followed by an AQ. A possible answer is that we can provide a large number of LxTs to choose from. However, the same can be done with learning resources too. How is an LxT different? Obviously, I am missing something. Please guide me in the matter..

Thanks!

Reference Key - Key('StudentQuestionEntity', 6501868927188992, namespace='ns_noc24_ge12')

Srunika Kannan

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Feb 20, 2024, 12:08:59 AM2/20/24

to Discussion forum for Designing LearnerCentric MOOCs, avi...@linguistics.mu.ac.in

Dear Learner,

From where I stand, Learning resources are compiled with the sole objective to give the student more information. LxTs on the other hand need to be compiled keeping in mind the levels of different students (one might be more advanced whereas one might still need more help) or their background (one might be a practiotioner and another might be a researcher). Take for instance LxT 3.1a and 3.1b from week 3 can you identify which specific group ach one of them addresses?

K. Srunika