Dr Ayo Oyeleye Birmingham School of Media

Personalised Learning is about promoting personal development through self-realisation, self enhancement and self-development in the learner (Leadbeater, 2004) ‘Personalisation is working in partnership with the learner - to tailor their learning experience in pathways, according to their needs and personal objectives – in a way that delivers success’ (NUS, 2006: 2)

‘Personalised Learning is about tailoring education to individual student need, interest, aptitude or learning preference ’ (Brin Best, 2007).

‘Personalised Learning is not a matter of tailoring curriculum, teaching and assessment to ‘fit’ the individual, but is a question of developing social practices that enable people to become all that they are capable of becoming’ (Teaching & Learning Research Programme, E.S.R.C., 2004)

1. Providing more customer friendly services; 2. Giving people more say in navigating their way through services; 3. Giving users more say over how money is spent; 4. Users becoming co-designers and co-producers of services; 5. Self-organisation by individuals working with the support and advisory systems provided by professionals.

PL components

1. Assessment for learning 2. Effective teaching and learning 3. Curriculum entitlement & choice 4. School as learning organisation 5. Beyond the classroom

Corresponding policies & practices

Setting personal targets; effective feedback to the learner; effective use of data to plan learning; improved transition and transfer; peer and self-assessment; pedagogy Lessons in learning; mentoring strategies; wider teaching repertoire; interactive, inclusive teaching programmes; ICT across the curriculum Student choice for study and learning; models and materials for catch-up and extension; creating time for tailored curriculum Management focus on teaching and learning; workforce organised appropriately; buildings facilitate PL; clear behaviour and attendance policies Learning in community context; business partnerships; Networks and collaborations

What

counts

as

active learning

?

Inquiry-based education Constructivism Mediated learning Discovery learning Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning Learners need to be • engaged in goal-oriented tasks • practising skills • exploring and experimenting • using feedback to adapt actions • discussing what they do • reflecting on what happens • articulating what happens

Personalising learning is a process that: Reinforces some current practices in classrooms Requires modifications to some current practices Results in creating some new practices

Focus on the last two of Leadbeater’s list of personalisation levels: Users becoming co-designers and co-producers of services; Self-organisation by individuals working with the support and advisory systems provided by professionals

To observe and gather evidence of what works and what does not To better map the curriculum of the module against the principle of PL To maximise the benefits of PDP

Focus on developing and enhancing relationships between students and academics in the learning environment:

Build defined

communication activities

and relationship continuity throughout key stages of the student life cycle on the Media Suite programmes

•

Enhancing personalisation of student learning experience through a focus on the five Cs of:

1. culture, 2. communication, 3. choice, 4. continuity and 5. consistency in the learning environment

Personalised needs analysis Access to information and guidance Assessment when ready Formative feedback Progress files and e-portfolios Where will it get me?

How do we know I’ve learned?

How will I learn?

Adaptive, interactive learning environments Adapting to learning style and pace Personalised feedback and support How could I study?

Partnerships offering flexible courses, modes, locations and patterns of study Why should I learn?

What can I learn?

Curriculum choice through partnerships Provider flexibility and online support Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance

Early years School

~ at any age

HE