Learning mediated through agents of authority Learning mediated through learner democracy Fixed and limited time-frame Learning is the main explicit purpose Learning is either of secondary significance or is implicit Learning is applicable in a range of contexts Learning is context-specific There are some obvious but daunting problems, if such an approach was intended to produce an accurate means of classifying actual learning activities and situations as either formal or informal.
It involves sociological and philosophical considerations and cannot be packaged, passed out, and handed around as a cell phone or tablet computer could. Widespread adoption of PLEs Widespread adoption requires more than attitude shifts, however. There are multiple challenges in evolving from our traditional way of delivering education to a personalized system.
To have a chance at success, Gross and DeArmond stated: If the goal is to innovate and learn as an organization, then innovators also need 4 processes and procedures for gathering what is learned, codifying it, and transferring this information to others.
How will this approach match with curriculum? Personalization might not work for all students in a school, or even in a classroom, or particular content area. For example, consider how you would provide quality educational experiences for learners challenged by "language acquisition, low proficiency in reading, emotional insecurity, a lack of background experiences, or even a weak attention span" p.
Consider the affect of its implemenation on existing systems, such as schedules, grading practices, and teacher evaluations, particularly if teachers can opt in or out of the approach. What supports will teachers need logistically in the classroom, from professional development, and from school leadership?
How will you involve parents in the change process? What changes would be needed in the school environment--would they conflict with any district or state-level mandates or expectations? It would require greater use of data, changes in curriculum, funding, policies, an enhanced technology architecture to access and manage data, content and communications; new research and development for what works for which students in a PLE, and new professional learning experiences, such as with differentiated instruction and blended learning instructional models p.
Readers should not confuse "mass customization" with lack of standards. Despite its challenges, classroom teachers and schools are implementing personalized learning, as Friend and his colleagues illustrated.
Although there are differences in approaches, commonalities exist such as "kids learning individually and together, a combination of small group and whole group activities, demonstrations and instruction from the teacher, meaningful projects, extracurricular activities and more" p.
Algorithms used to determine if students have mastered content are based on performance e.
The computer algorithms used in competency learning implementations are not assessing the long-term changes in understanding and skills that are the hallmark of learning.
Rather, the computer algorithms are — by necessity — assessing performance" p. For more on this topic, read: Maximizing competency education and blended learning: International Association for K—12 Online Learning. In relation to students being given control over the pace of their learning, most students need help of teachers to "make sure students are getting their mental excercise at the appropriate pace" p.
In other words, schools start to converge on a model not all that different from longstandng education models with a scope and sequence" Riley,p. Promising Evidence on Personalized Learning.
This is a critique of the RAND Corporation research on three school-wide initiatives involving 62 schools promoting personalized learning. Overall, the reviewers concluded the research had many high quality elements; however, owing to its limitations, "Broad conclusions regarding the efficacy of technology-based personalized learning Personalize Math Learning Visit Symbaloo to see how Algebra might be personalized for teaching and learning.
You can now "work in the cloud.Oct 25, · The students in Whelan’s class are all using the same program, called ALEKS. But peek over their shoulders and you’ll see that each student is working on a different sort of problem.
There’s plenty of concrete learning and practical life activities.
At the higher levels, though, there tends to be more abstract learning. Classroom policies vary between Montessori schools.
non-formal learning: mapping the conceptual terrain. a c onsultation r eport In this piece Helen Colley, Phil Hodkinson & Janice Malcolm provide a very helpful overview of different discourses around non-formal and informal learning and find that there are few, if any, learning situations where either informal or formal elements are completely absent.
Social and Emotional Learning in Out-of-School Time Settings STEPHANIE JONES REBECCA BAILEY KATHARINE BRUSH JENNIFER KAHN Harvard Graduate School of Education. The Theories Of Learning Styles - Research shows that learning styles theory is a neuroscience myth.
Although this may be true, the majority of educators when given a survey indicate they believe in the learning styles and use them in their classrooms. Differentiation and the "fairness doctrine" Another barrier is the common belief that "including" students with learning disabilities is fundamentally a matter of ensuring that the student "fits in.".