Personalising learning through the use of

technology

Carol Robinson, Steve Higgins, Duncan Mackrill, Judy Sebba

Universities of Sussex and Durham

How learners and their representatives have influenced schools’ decisions to introduce, support and grow opportunities for personalising learning through the use of technology

Aim

Definition of Personalised Learning• participation, building on prior experience, interests

and knowledge and inclusivity (but not individualisation);

• teaching that responds to ongoing feedback from learners - learners are influencing / leading their own learning, in the context of this project, enhanced by the use of technology

The tailoring of pedagogy, curriculum and learning support to meet the needs and aspirations of individual learners irrespective of ability, culture or social status in order to nurture the unique talents of every pupil. (Underwood et al.,2007)

Methodology

• Project ran from Sept 2007 – March 2008• 10 case studies - 4 primary, 3 secondary, one

college, two schools with SEN provision• Learners approached for agreement• Documentary analysis, interviews with range of

staff, learners, parent governors• ‘Diamond Nine’ activity with learners on how

they rank types of technology in helping them to learn

Technology Tools used by Learners

Learners’ ranking of digital technologies in helping them to learn

   

Example Diamond 9 Card sort

Learner-led activities

• Year 12 learner initiated her participation in lessons via the learning platform, when she was unable to be physically present for the lesson. During the lesson she submitted work to the online forum.

Learner-influenced activities• Our head looks at what the kids want and works

from there, it’s very much a case of would the children enjoy it? Excellent, right, how can we make it meet what we’re supposed to be teaching?

• Year 5/6 learners completing themed work were given the opportunity to decide what work to cover and how to present it.

Facilitators and barriers to learner-led personalised learning activities using digital technologies

Access to digital

technologies

Support provided in schools

Learner and staff

‘ownership’ of DTs

Learner-led /influenced Personalised Learning facilitated by:

Access to digital technologies

E-mature staff who

experiment and explore

E-mature learners

Learners given opportunities for DTs throughout school career

Networked systems exploited

DT’s available for whole classes

Lack of access to DTs outside

school for some learners

DTs that can provide support outside school

are discouraged/ banned in school

Main Barriers to Learner-led / influenced Personalised Learning

Access to digital technologies

Lack of access to a range of Internet

sites through School/LA imposed

regulations

Support provided in schools

Support of Headteacher

Technical Support

Support for Staff

Development

Learner-led / influenced Personalised Learning facilitated by:

Activities abandoned due

to technical difficulties

Perceived lack of support from parents for use

of DTs

Main Barriers to Learner-led / influenced Personalised Learning

Access to digital technologies

Perceived lack of support from

national agencies for use

of DTs

Conclusion• Genuine learner-led activity still rare• Testing and curriculum requirements often limited use of

DTs • Use of DTs to support PL allowed learners with SEN to work

more independently• Learners distinguished between ways DTs are used in

school and out• Internet regulation inconsistent across schools

Learners most likely to lead their learning through the use of technology are those who possess good digital technology skills, and whose teachers possess high quality digital technology skills, have an interest in technology, and who allow their students to be actively involved in deciding what and how to learn and assess work.