AdaptHAs: Adapting Theme and Activity Selections for a Co-creation Process for High Ability Students

  • Mery Yolima Uribe-RiosEmail author
  • Teodor JovéEmail author
  • Ramon FabregatEmail author
  • Juan Pablo Meneses-OrtegónEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 746)


High ability or gifted students with difficulties in learning? This is a statement that many people think is incoherent because of the characteristics of these students, but it is more common than we think. One way of helping high ability students to develop their skills and be more motivated about their learning process is to encourage them be more active in creating learning activities through a co-creation process. However, a co-creation process in itself is not enough and so it is important to ensure that the students are the real protagonists by adapting to their characteristics, interests, needs, goals, personalities, multiple intelligences and cognitive styles. This paper presents a theoretical proposal for such an adaptation.


Adaptation AHP Co-creation Gifted student High ability student 



Special thanks to IF_UDG2015 program and to project MPCUdG2016 both from Universitat de Girona. To project TIN2014-53082-R financed by Ministerio Español de Ciencia y Educación, and to the BCDS research group (GRCT40) which is part of the Comunicacions i Sistemes Intelligents - CSI consoled group (SGR-1469).


  1. 1.
    Rei, S.M., Renzulli, J.S.: The secondary triad model. J. Educ. Gift 13, 55–77 (1989). Scholar
  2. 2.
    Renzulli, J.S.: The Three Ring Conception of Giftedness: A Developmental Model for Creative Productivity (2005)Google Scholar
  3. 3.
    Torrego, J.C., Boal, M.T., Bueno, Á., et al.: Alumnos con altas capacidades y aprendizaje cooperativo. Un modelo de respuesta educativa, pp. 89–124 (2011)Google Scholar
  4. 4.
    Ramaswamy, V., Gouillart, F.J.: The Power of Co-creation: Build It with Them to Boost Growth, Productivity, and Profits. Simon and Schuster, New York (2010)Google Scholar
  5. 5.
    Prahalad, C.K., Ramaswamy, V.: The Future of Competition: Co-creating Unique Value with Customers. Harvard Business Review Press, Boston (2004)Google Scholar
  6. 6.
    Poldma, T.: Linking education to community in the context of learning by designing solutions for an ever-growing humanitarian crisis. Learn. Landsc. 10, 235–256 (2016)Google Scholar
  7. 7.
    Sugino, R., Mizoguchi, S., Kimita, K., et al.: A method for consensus building between teachers and learners in higher education through co-design process, pp. 197–208. Springer International Publishing (2016)Google Scholar
  8. 8.
    Sabadell Artiga, L.: Guia pràctica per co-crear a l’escola (2012)Google Scholar
  9. 9.
    Uribe-Rios, M.Y., Jové, T., Fabregat, R., Meneses-Ortegón, J.P.: Co-CreHAs: co-creation process for enrichment activities to high ability students. Tenerife, España (2018)Google Scholar
  10. 10.
    Hernández Jorge, C.M., Borges del Rosal, Á.: Un Programa de Aprendizaje Autorregulado para Personas de Altas Capacidades Mediante el Uso de Herramientas Telemáticas. Electron. J. Res. Educ. Psychol. (2005)Google Scholar
  11. 11.
    Real Académia Española: Diccinario de la real académia de la lengua (2014)Google Scholar
  12. 12.
    Stewart, A., Niederee, C., Metha, B.: State of the Art in User Modelling for Personalization in Content, Service and Interaction. NSFDELOS Rep. Pers. (2004)Google Scholar
  13. 13.
    Brusilovsky, P., Millán, E.: User models for adaptive hypermedia and adaptive educational systems, pp. 3–53. Springer, Heidelberg (2007)Google Scholar
  14. 14.
    Hlioui, F., Alioui, N., Gargouri, F.: A system for composition and adaptation of educational resources based on learner profile. In: 5th ICTA, pp. 1–6 (2015)Google Scholar
  15. 15.
    Karataev, E., Zadorozhny, V.: Adaptive social learning based on crowdsourcing. IEEE Trans. Learn. Technol. 10, 128–139 (2017). Scholar
  16. 16.
    McMillan, S.J.: Exploring models of interactivity from multiple research traditions: users, documents and systems, pp. 205–229. SAGE Publications Ltd. (2010)Google Scholar
  17. 17.
    Kim, D.E.: The impact of smart device’s interactivity on customer activity in the sports industry. M.S., Arkansas State University (2014)Google Scholar
  18. 18.
    Torres, M.M., Serrat, À.G., Unsión, A.P., et al.: Altas capacidades intelectuales: Pautas de actuación, orientación, intervención y evaluaciónen el periodo escolar. Grao (2012)Google Scholar
  19. 19.
    Uribe-Rios, M.Y., Meneses-Ortegón, J.P., Jóve, T., Fabregat, R.: Modelo de perfiles de adaptación en el proceso de co-creación de material para estudiantes con altas capacidades. CAVA, Colombia (2016)Google Scholar
  20. 20.
    Pérez Sánchez, L., Domínguez Rodríguez, P.: Superdotación y adolescencia. Características y necesidades en la Comunidad de Madrid. Consejería de Educación, Juventud y Deporte - D. G. de Educación Infantil, Primaria y Secundaria, Madrid (2001)Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Universitat de GironaGirona, CatalunyaSpain

Personalised recommendations