Here you will find research papers and evidence to support personalisation and e-learning

What is personalised learning?

Although personalisation might sound like a simple concept, finding a single definition is not an easy process. The term is common in an educational setting, however, its usage is complex and varied. The terms active learner, metacognition, self-motivation, collaborative learning, differentiation, choice-based learning, self-regulated learner and individualisation all appear across the literature. Aspects of each of the above have links to personalisation pedagogy, yet a single overlap of ideas is not apparent. Personalised learning can also be defined as helping students discover what makes them want to learn.

For the purposes of this project we considered personalised learning to mean students understanding how they learn, owning and driving their learning, and having a voice in the construction of the curriculum and their learning environment. This also encompasses the need for learning to target student individual strengths, interests and needs. We do not consider personalisation to be viewed as an individualised activity, but a collective one. It is not to be confused with individualised learning where students sit alone in front of a computer.The act of working together can help lead to individual growth in learning.

Why focus on personalisation?

In developing a personalised learning approach using digital technology as a tool, the undertaking of the teacher is to help students master the process of learning (Fullan & Langworthy, 2014). This involves making the learning process visible (Hattie, 2009); integrating learning areas, and allowing students to have a voice in determining their own projects (Rosenstock & Kluver, 2003); connecting to the students interests and aspirations (Fullan & Langworthy, 2014); and evaluating the learning process to ensure that learning is taking place and adapting as necessary.

Personalised learning has also been postulated as a means of putting the child at the centre of the learning by shaping the teaching around the way young people learn (Padget, 2010). This also involves planning for a combination of collaborative opportunities as well as independent learning whilst using the strengths and needs of students to guide decision making. It has been found that when a teacher is willing to incorporate student input into the learning, and to relate the learning experience to the needs of the students, this will be of greater benefit to the student (Burger, 2007). It is important to understand that actions and choices of the teacher remain critical because it is through the teachers’ understanding of learning that opportunities are opened up to which the students can respond.

The type of personalised learning we espouse is based on the strengths and needs of students in a setting which offers choice. Reinforcing the notion that personalisation is not synonymous with individualisation, Johnson (2004) states that within a personalised learning framework, there is greater opportunity for collaboration and connected learning.

Why connect with e-Learning?

Technology is a powerful tool that in the hands of capable teachers can result in significant achievement gains for students, enabling the realisation of the holy grail of education, personalised learning (Domenech, Brown, & Sherman, 2016). Underpinning this is the concept that technology should be considered a tool that can be utilised to achieve teaching and learning goals; this implies that positive outcomes of the use of technology should not be considered guaranteed, but are dependent on varied influencing factors. Many teachers want to embrace technology as an embedded component of a 21^st-century classroom, however, the task arises to ensure that the focus is on improving engagement and learning through including students’ strengths and interests, and not simply using digital tools because of their ubiquitous availability. The technology must support the learning, rather than be used as a replacement activity. Instruction should not be driven by the technology; technology should be selected to suit the pedagogical approach and the learning needs.

Some of the readings we considered when devising our project:

Conole, G. (2010). Personalisation through technology-enhanced learning. In G. Conole, & J. O'Donoghue (Ed.), Technology-Supported Environments for Personalized Learning: Methods and Case Studies (pp. 1-15). Hershey, New York: Information Science Reference. doi:10.4018/978-1-60566-884-0.ch001

Crook, C., Harrison, C., Farrington-Flint, L., Tomás, C., & Underwood, J. (2010). The Impact of Technology: Value-added classroom practice. Coventry, UK: Becta.

Fullan, M., & Langworthy, M. (2014). A rich seam; How new pedagogies find deep learning. London: Pearson. Retrieved from http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf

Gallagher, R. P. (2014). Implementations of technology enhanced personalized learning: Exploration of success criteria, concerns and characteristics. Malibu: Pepperdine University.

Hargreaves, D. (2004). Personalising learning: Next steps in working laterally. London: International Network for Educational Transformation.

Hargreaves, D. H. (2006). A new shape for schooling? London: Specialist Schools and Academies Trust.

OECD. (2015). Implications of digital technology for education policy and practice. OECD, Students, Computers and Learning: Making the Connection, 185-195. Retrieved from www.oecd-ilibrary.org/docserver/download/9815021ec011.pdf?expires=1448953071&id=id&accname=guest&checksum=96E8356DCF170F0C624D217358B8EE0A

Padget, S. (2010). Personalised learning: A critical guide. United Kingdom.

Pollard, A., & James, M. (Eds.). (2004). Personalised Learning: A commentary by the teaching and learning research programme. Economic and Social Research Council . Retrieved from http://www.tlrp.org/documents/personalised_learning.pdf

Rosenstock, L., & Kluver, J. (2003). Choice and diversity: Irreconcilable differences? Principal Leadership, 3(8), 12-18.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Theory and Distance Learning, 1-7. Retrieved from www.elearnspace.org/Articles/connectivism.htm

Starkey, L. (2012). Teaching and learning in the digital age. Oxon: Routledge.

Starkey, L. (2017). Three dimensions of student-centred education: a framework for policy and practice. Critical Studies in Education, 1-16.

Starkey, L. (2012). Teaching and learning in the digital age. Oxon: Routledge.

Starkey, L. (2017). Three dimensions of student-centred education: a framework for policy and practice. Critical Studies in Education, 1-16. DOI: 10.1080/17508487.2017.1281829