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Many AISs are grounded in Benjamin Bloom\u2019s (1971) Mastery Learning approach, which delivers differentiated instruction, appropriate scaffolding, and feedback to ensure each child masters each concept or skill before moving on. (Bloom\u2019s 1984) framework for learning went beyond the immediate interactions of learners and the AIS. He described \u201cfour objects of the change process\u201d that must be addressed to significantly improve student learning: the\n                    <jats:italic>learner,<\/jats:italic>\n                    the\n                    <jats:italic>materials<\/jats:italic>\n                    , the\n                    <jats:italic>teacher,<\/jats:italic>\n                    and the learner\u2019s\n                    <jats:italic>environment<\/jats:italic>\n                    , where parents\/caretakers are a critical component, especially for young children. This paper describes a learning engineering approach to craft a Personalized Mastery-Based Learning Ecosystem (PMLE) that uses all people, processes, data, and networked connections to create new capabilities, richer experiences, and unprecedented educational opportunities for children and their families. This ecosystem treats all individuals within the system as learners (child, parent, teacher, etc.) whose knowledge and expertise can be enhanced to benefit the child\u2019s learning. The PMLE enables parents and teachers to become empowered \u201cagents\u201d of change by providing them with knowledge, tools, and evidence-based strategies to support meaningful and effective interactions with the child, all driven by real-time data about the readiness of the child. This paper presents a vision of how AISs can move beyond working solely with the child to become more robust ecosystems that empower all agents of change to optimize personalization and ensure long-term success of all children at scale.\n                  <\/jats:p>","DOI":"10.1007\/978-3-030-77857-6_3","type":"book-chapter","created":{"date-parts":[[2021,7,2]],"date-time":"2021-07-02T19:04:56Z","timestamp":1625252696000},"page":"29-52","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Personalized Mastery Learning Ecosystems: Using Bloom\u2019s Four Objects of Change to Drive Learning in Adaptive Instructional Systems"],"prefix":"10.1007","author":[{"given":"Anastasia","family":"Betts","sequence":"first","affiliation":[]},{"given":"Khanh-Phuong","family":"Thai","sequence":"additional","affiliation":[]},{"given":"Sunil","family":"Gunderia","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2021,7,3]]},"reference":[{"key":"3_CR1","unstructured":"Abedi, J., Courtney, M., Leon, S., Kao, J., Azzam, T.: English language learners and math achievement: a study of opportunity to learn and language accommodation. 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