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Personalised learning is fundamentally about learners being actively and continually engaged in setting their own targets, devising learning plans, self-regulating their learning and choosing from a range of different learning pathways and contexts (Leadbeater, 2004). Listening to learners and responding appropriately can empower all stakeholders and lead to the re-shaping of current provision, re-casting of traditional roles and responsibilities, and exploiting suitable environments and technologies. The appropriate and selective use of a range of learning technologies contributes significantly to the personalised learning agenda (Underwood, 2007).
The personalising of learning is a journey towards full learner customization and autonomy. Fundamentally, it is as much about attitudes to and perceptions of the learner and the changing role of the teacher as it is about the policies, processes, and practices that contribute to institutional change. For many institutions, a first step towards personalisation is achieved by ‘adapting’ existing teaching, learning and assessment services. Ultimately, they will need to be prepared to work in partnership with learners to generate new forms of learning, teaching and assessment in which student-derived goals, flexibility and choice leading to greater self-regulation and the co-creation of knowledge.
Our 7th e-learning@greenwich conference will provide opportunities to examine and debate the personalisation of learning and address such questions as;
Leadbeater, C. Personalisation through participation: A new script for public services [accessed 21/11/2008]
Underwood, J, et al (2007), Impact 2007 [accessed 21/11/2008]
The personalising of learning is a journey towards full learner customization and autonomy. Fundamentally, it is as much about attitudes to and perceptions of the learner and the changing role of the teacher as it is about the policies, processes, and practices that contribute to institutional change. For many institutions, a first step towards personalisation is achieved by ‘adapting’ existing teaching, learning and assessment services. Ultimately, they will need to be prepared to work in partnership with learners to generate new forms of learning, teaching and assessment in which student-derived goals, flexibility and choice leading to greater self-regulation and the co-creation of knowledge.
Our 7th e-learning@greenwich conference will provide opportunities to examine and debate the personalisation of learning and address such questions as;
- In what ways do e-enabled organisations facilitate personalisation?
- Are personalisation technologies an enabling or disruptive influence on learning and teaching?
- What learning environments are best at promoting/supporting personalisation?
- How desirable or achievable is personalisation and might it lead to greater inequality amongst students?
- Is there a relationship between technology, communities of practice and personalisation?
- To what extent do learning technologies deepen the relationship between learners and teachers?
- What digital literacies do learners and teachers need to effect personalisation?
Leadbeater, C. Personalisation through participation: A new script for public services [accessed 21/11/2008]
Underwood, J, et al (2007), Impact 2007 [accessed 21/11/2008]