What is PERSONALIZED LEARNING? What does PERSONALIZED LEARNING mean? PERSONALIZED LEARNING meaning - PERSONALIZED LEARNING definition.
Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license.
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Personalized learning, individualized instruction, personal learning environment and direct instruction all refer to efforts to tailor education to meet the different needs of students.
The use of the term "personalized learning" dates back to at least the early 1960s, but there is no widespread agreement on the definition and components of a personal learning environment. Even enthusiasts for the concept admit that personal learning is an evolving term and doesn't have any widely accepted definition.
In 2005, Dan Buckley defined two ends of the personalized learning spectrum: "personalization for the learner", in which the teacher tailors the learning, and "personalization by the learner", in which the learner develops skills to tailor his own learning. This spectrum was adopted by the (2006) Microsoft's Practical Guide to Envisioning and Transforming Education.
The United States National Education Technology Plan 2017 defines personalized learning as follows:
Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs. In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated.
Typically technology is used to try to facilitate personalized learning environments.
According to researcher Eduard Pogorskiy:
ICT and communications technology can be a powerful tool for personalized learning as it allows learners access to research and information, and provides a mechanism for communication, debate, and recording learning achievements. However, personalized learning is not exclusive to digital technologies or environments. In the rhetoric around 21st Century Skills, personalized learning is often equated with 'customization' (as found in the business world), with digital personalization used to the frame the learning experience as highly efficient. Problematic in this is the discounting of the highly relational and socially constructed space well defined in the research on learning. Narrowing personalized learning to its digital form also raises the concern of the echo chamber effect emerging in (hyper)personalized online experiences.
Proponents of personalized learning say that many elements of curriculum, assessment and instructional design must be present in classrooms for students to succeed and often use software systems to manage and facilitate student-led instruction. Proponents argue that classroom learning activities must build upon students' prior knowledge and teachers need to allocate time for practice. Advocates argue that teachers must continuously assess student learning against clearly defined standards and goals and student input into the assessment process is integral.
As stated above by the 2017 United States National Education Technology Plan, "Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized the needs for each learner." Conferring is a process in which this can be accomplished. Conferring, as defined by Julie Kallio, is a "regular, goal-oriented meeting between the teacher and student(s) where they talk about learning progress, process, and/or products." Conferring, more simply, is a way to provide more personalized feedback.
Learning, in any context, requires some form of feedback. In schools, this feedback is almost entirely thought of as the teacher providing feedback to the student. The idea of providing feedback to advance student learning is best understood in the framework of the "zone of proximal development" or ZPD. ....