The Institute @ CESA #1 recently published an update of their Honeycomb Model title "Personalized Learning Elements" along with a matrix which compares legacy and personalized practices for each of the elements.
Blended learning means offering a combination of face-to-face and online learning opportunities to learners. Blending these learning opportunities can contribute to personalizing learning. However, blended learning is not the only approach that personalizes learning. Personalizing learning starts with the learner. This means that learners have a stake in their learning by taking responsibility for their learning. When they own and drive their learning, they are more motivated to want to learn. In a learning environment that starts with the learner, teacher and learner roles change.
The research at the Students at the Center (studentsatthecenter.org) wrote nine reports on student-centered learning. Eric Toshalls, Ed.D., and Michael Nakkula, Ed.D. in one report, wrote the research on “Learning Theory: Motivation, Engagement and Student Voice” that described:
The Trifecta of Student Centered Learning
Motivation - Without motivation, there is no push to learn Engagement - Without engagement, there is no way to learn Voice - Without voice, there is no authenticity in learning
“For students to create a new knowledge, to succeed academically, and to develop into healthy adults, they require each of these experiences.” -Toshalls and Nakkula
Universal Design for Learning (UDL) Personalized learning as described in the research at Brown is built on the framework of Universal Design for Learning (UDL) that is based upon decades of brain-research and neuroscience of individual differences, human variability and on how we learn. UDL is often thought about how it relates to special education, but to dispel that myth, the UDL principles is about how we understand how every learner learns.
"This term, I have been trying to give my students more voice in our classroom learning environment with regards to the way we go about things and the tools we use to demonstrate our learning. I think this has stemmed from the Personalised Learning approach we have taken as a whole school this year, and my efforts to embed the purposeful engagement of the approach in every facet of my practice.
In this post I'd like to share a ten-minute, Friday afternoon tool that is promoting reflective thinking, goal setting and student voice with positive results in our classroom.
A Reflection, a Goal and a Wish
During the last hour on a Friday, students relax and choose their working space in the classroom. They then discuss and choose two relevant sentence starters that they finish in their learning diaries. Their learning diaries are accessible in the classroom whenever they need them to set goals or reflect."
Thank you Teddy in sharing your journey to personalise learning!
personalization, learner-centered, assessment as learning (RT @StephenGwilliam: Personalised Learning: Infographic: Personalisation vs Individualisation vs Differentiation http://t.co/GccxW55l #tsnet...
The Personal Learning Environment is transferring some — or most — of the responsibility of somebody’s learning path from the instructor (back) to the learner. And, in doing so, it also implies regaining the control of one’s own learning path and its design.
There will be an increasing need of instructors as more knowledgeable others (MKO) in order to learn how to learn something. With Personal Learning Environments to cover the ground of one’s Zone of Personal Development, learning how to learn, how to design one’s own learning process may be more relevant than ever and require more help from third parties.
My thesis was on Vygotsky's Zone of Personal Development and saw the relationship with Personal Learning Environments. This article makes it clear that now with digital resources at your fingertips the PLE redefines the ZPD.
We are all learners. We are connected to each other and innovative learning experiences that we never thought were possible before. It doesn't matter how old you are, where you live, and what you want to learn, you can connect to people, resources, and courses so you, the learner, can learn what you want when you want to. This means what we call "school" is different. Teachers and learners are different. Roles change. This is a huge culture shift.
The information from our chart Personalization vs Differentiation vs Individualization chart is about being a Connected Learner in a Personal Learning Environment (PLE).
> starts with the learner
> connects with interests, passions, and aspirations
> learners actively participate in the design of their learning
> learners have a voice and choice on what they learn
> different objectives for each learner
> learner selects appropriate technology and resources to support their learning
> learners build a network of peers, teachers, and others to guide and support their learning
> competency-based models where the learner demonstrates mastery
> assessment AS learning
> teachers develop capacity to create independent learners who set goals, monitor progress, and reflect on learning
Discover more about connected learning in this engaging blog!
Who is the Expert Learner? Expert learners take responsibility for their learning. They view learning as something they do for themselves, not something that is done to them or for them. [Source: The Expert Learner]
The Universal Design for Learning (UDL) perspective for the Expert Learner is for a learner to be: > Resourceful and knowledgeable
> Strategic and goal-directed
> Purposeful and motivated
Then how can you develop expert learners with voice and choice?
The Three Stages of Personalized Learning Environments provide the process to encourage learner voice. This process can guide the design of personalized learning environments that meets the needs of all learners. Stage One is teacher-centered and encourages learner voice and some choice. Learner voice is a critical first step. There are ways to do this and this table here describes how the teacher and learner roles change in this stage.
When learners have the opportunities to say what they think and be heard by their peers and others, they feel their opinions and perspectives are valued and appreciated. Think about yourself as a learner and what it might feels like if you have a voice in how you learn and even influence decisions about teaching and learning.
Despite the prevalence of the term in national conversation, there is not a universally accepted definition of “personalized learning.” (Personalised Learning Initiatives | Hanover Research http://t.co/sUj3qQQi...
Get students collaborating successfully and productively with one another with these great tools for electronic student collaboration (RT @eyeoneducation: 5 Great Sites for Student Collaboration http://t.co/sHAyY86y...
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