Personalisation through Technology-Enhanced Learning

Author:

Conole Gráinne1

Affiliation:

1. Open University, UK

Abstract

There is a growing awareness that one-size-fits-all approaches to school knowledge and organisation are ill-adapted both to individuals’ needs and to the knowledge society at large. To move beyond uniform, mass provision can be described as “personalisation” of education and of public services more widely. This quote is the introduction to an OECD (Organisation for Economic Cooperation and Development) publication (OECD, 2006) that illustrates the growing importance being placed on the concept of personalised learning. This is evident in the increasing reference to this and related terms in national and international policy documents (NSF, 2008; DfES, 2006; Becta, 2008; European Commission, 2008). This chapter will consider the discourse of the concept of personalisation and how it can be supported through technology-enhanced learning. This introduction will look at the policy rhetoric and consider to what extent it is realised in practice. It will describe a range of illustrative examples of how technologies are being used to meet the personalised learning agenda.

Publisher

IGI Global

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Personal learning environment: instrument system for learning beyond the boundaries of the university;Learning Environments Research;2023-02-13

2. Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment;Journal of Computing in Higher Education;2019-05-20

3. Cooperative E-Learning in the Multilingual and Multicultural School;Handbook of Research on Didactic Strategies and Technologies for Education;2013

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