Assignment: Resource Scan
Personalized Learning: A tool for motivation, engagement, and skill development
September 2019
Need
My interest in Personalized Learning stems from raising children with personalities, interests, and learning styles that were significantly different, even their educational careers took significantly different paths. One thing they did have in common was that given the opportunity of choice in their learning they were more engaged and excelled.
Personalized Learning is not a new concept however it is universally recognized as not clearly defined and in many cases the jury is still out with regard to its impact. There is, however, evidence of a need to pursue innovation and change within our educational system to ensure we can provide learners with the skills and tools that are expected as they enter today’s workforce. Regina Schmid and Dominik Petko (2019) focused on the use of technology in personalized learning and described it as a multilayered concept, an umbrella term for focusing on accounting for student abilities, knowledge, and learning needs (p. 1). Despite the lack of a solid definition/direction it has been recognized that there is value in placing choices and responsibility for learning into the student’s hands.
My circle of influence lies within the adult learning environment in the Distribution Center at CU Boulder wherein a seasoned team of professionals find themselves challenged with navigating change in a world that continues to evolve at light speed around them. Recently it has become evident that learning to navigate change and new technology are an undeniable necessity. Most of our staff were just beginning to raise families when computers surfaced, long before cell phones and the internet became commonplace. Would offering personalized paths to learning increase engagement and decrease stress for our change resistant staff? Would it at least have the side benefit of providing insight into the world the students and faculty they serve live in? Watching them struggle with technology and adapting to change highlights the need for educators today to ensure that today’s students master adaptability and ‘learning to learn’ as they gain the skills todays’ employers expect before they reach the workforce.
Search method
To deepen my understanding of Personalized Learning I began searching the Auraria library databases for professional journals and books, then Google Scholar, and looking back at previous coursework where I reflected on a video based on a talk given by Sir Ken Robinson focused on the need for change to our current educational system.
I started with the keyword Personalized Learning, which led me to Educational Change, Student Centered Learning, Web-based learning, Technology-enhanced learning, and Adaptive learning. The combination of research articles and a book led to long trail of reference material. It soon became evident that I would not be able to review them all and many of the sources would need to become part of my extended reading list.
As I read I was not surprised to see references to the need for innovation and a call for support for those choosing to assume that role. It was interesting to fine that despite the lack of a solid definition for personalized learning Lee and Hannalin (2016) had ventured to propose Own it, Learn It, and Share It, a framework intended to serve as a foundation for educators to ensure students are reaping the benefits of personalized learning (p. 722).
Takeaways
Based on continued technological advances it is no surprise that expectations of engagement have changed from a passive listen and regurgitate environment to a more interactive, thoughtful, problem-solving environment wherein flexibility, adaptability, and having the ability to learn are highly valued skills. The need for change is evident not only to continue to thrive in today’s society but also to facilitate an environment within which to better understand those around you. This change in mindset affects not only students but also the existing workforce which highlights the need to for advocating, initiating, and supporting disruptive, innovative change at all levels of learning to motivate and engage the learner. I believe that despite the seemingly endless list of considerations including, individualized learning plans, tracking progress, and locating resources personalized learning offers an effective avenue to reach that end goal.
Resources
FitzGerald, E., Jones, A., Kucirkova, N., & Scanlon, E. (2018). A literature synthesis of personalised technology-enhanced learning: What works and why. Research in Learning Technology, 26, 1-16. doi:10.25304/rlt.v26.2095
Their review of personal vs. personalized learning introduces a possible source for some of the uncertainty around personalized learning. Their research focuses on technology-enhanced learning (TEL), when it works, and the benefits tailoring learning to student needs.
Herold, B. (2016). Personalized learning: What does the research say? Education Week, 36(9), 14.
This short article focuses on whether there is value in the decision to invest in technology in the K-12 environment as they attempt to customize learning for students.
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707-734. doi:10.1007/s11423-015-9422-5
The authors identify autonomy, scaffolding, and authentic audience as key components to engagement in the personalized learning environment. They set forth a framework to serve as a guideline for teachers as they navigate the process of engaging students as instructor/student roles change.
Onurkan Aliusta, G., & Özer, B. (2017;2016;). Student-centred learning (SCL): Roles changed? Teachers and Teaching, 23(4), 422-435. doi:10.1080/13540602.2016.1205014
Reflecting on expectations that students have the skills and ability to think critically, analytically, solve authentic problems, and collaborate, as well as direct their own learning, they highlight that providing students with these tools will require both a shift in education to a more student centered/personalized approach and a change to student/teacher roles.
Chen, C. (2008). Intelligent web-based learning system with personalized learning path guidance. Computers & Education, 51(2), 787-814. doi:10.1016/j.compedu.2007.08.004
Chen proposes use of a tool that evaluates material presented in a pre-test to determine a learning plan as well as incorporating personalized curriculum during the learning process. These types of tech tools may prove valuable to instructors as they strive to effectively recognize the need to adjust a learning plan or content on an individual basis.
Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students? Computers & Education, 136, 75-86. doi:10.1016/j.compedu.2019.03.006
The authors touch on the expectations schools are faced with to prepare students with the baseline expectations they will face in today’s workforce. They believe a focus on a shift to student-centered learning will be needed before we are able to fully recognize the potential of the use of technology in education.
Zmuda, A., Ullman, D., Curtis, G., & Jacobs, H. H. (2015). Learning personalized: The evolution of the contemporary classroom. San Francisco, California: Jossey-Bass.
The authors open with a discussion on the impact of student efficacy in personalized learning and the need for a radical change in our educational model to move from a mass production mindset to a student-centered model whereby we guide students to reach their potential using resources and strategies while utilizing modern technologies. The remainder of the book discusses mindset, design, role reversal, and how to lead the change.
This module continues with more fundamentals:
