Informing Progress: Insights on Personalized Learning Implementation and Effects

Pane, John F.; Steiner, Elizabeth D.; Baird, Matthew D.; Hamilton, Laura S.; Pane, Joseph D.

doi:10.7249/rr2042

Cited by 93 publications

(112 citation statements)

References 4 publications

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“…Quite the contrary, despite the recurring interest in the theme and the constancy of academic interest that it arouses (reflected in the constant appearance in the literature specialised in educational technology of the last 50 years), it seems that the results of recent experiments, are at least inconclusive (Pane, Steiner, Baird, Hamilton, & Pane, 2017). But what is even more worrying is the fact that "pedagogical gaps" are increasingly more evident and recurrent in almost all the literature on personalisation, and related to which educational model (with all its nuances) underpins how technology has tried to respond to the differentiation of the teaching-learning processes.…”

Section: Introductionmentioning

confidence: 99%

Personalisation in educational technology: the absence of underlying pedagogies

Pina

Quintero

Segura

2018

Int J Educ Technol High Educ

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Personalization is one of the recurring themes in education and has occupied a large amount of specialised literature, since its appearance in the 1960s. A systematic exploration of the literature of the last 55 years (1960-2015) is presented and is intended to analyse which educational perspective underlies the customized environments or experiences proposed in the educational technology that is addressed in the literature. It is important to understand that this analysis is a very relevant challenge, if we want to understand what pedagogical approaches have been continuously developed and how and why we should consider their future. The results show a complete centralisation of experiences in technological developments, the majority of them focussed in Higher Education, as well as a lack of an explicit pedagogical perspective in the experiences analysed, especially those with greater impact. It also shows a shortage of in-house pedagogical materialdeveloped in the light of this research, that evolves and makes an impact on the educational landscape.

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Section: Introductionmentioning

confidence: 99%

Personalisation in educational technology: the absence of underlying pedagogies

Pina

Quintero

Segura

2018

Int J Educ Technol High Educ

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“…The emerging body of research about personalized learning is largely focused on describing these approaches in practice (e.g., Pane, Steiner, Baird, Hamilton, & Pane, 2017;Patrick et al, 2016) and understanding shifts for teachers (e.g., Jobs for the Future and the Council of Chief State School Officers, 2015; Nagle & Taylor, 2017). While there is an emerging body of scholarship examining personalized learning in the middle grades, there is very little written about the perceptions of middle grades students who are engaged in personalized learning (Williams, Wallace, & Sung, 2016).…”

Section: Learner Perceptions Of Personalized Learningmentioning

confidence: 99%

Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study

DeMink-Carthew

Olofson

2020

RMLE Online

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This study investigates the hands-joined learning framework as an approach to personalize and provide instructional scaffolding within project-based learning. The authors include a case description of hands-joined learning in a middle school social studies classroom and critically examine middle school student feedback in relation to two aims: (a) personalizing learning, and (b) providing adequate scaffolding. Student feedback indicated that the hands-joined learning project was largely successful in these two areas. Learners appreciated having choice and control in what they learned and created in the project but also pointed to the need for greater opportunities to make decisions in how they learned. Some learners also wanted more peer interaction. These findings are used to propose practical implications as well as future research directions.

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“…Existing research on personalized learning has primarily focused on describing its enactment in practice (e.g., Pane, Steiner, Baird, Hamilton, & Pane, 2017;Patrick, Worthen, Frost, & Gentz, 2016) and how it changes teachers' roles and responsibilities in the classroom (e.g., Nagle & Taylor, 2017). There remains a relative lack of research on middle-grade students' experiences with personalized learning, including studies on their perceptions of opportunities for choice in their learning (Williams et al, 2016).…”

Section: Middle Grades Student Perceptions Of Personalized Learningmentioning

confidence: 99%

Mixed Feelings about Choice: Exploring Variation in Middle School Student Experiences with Making Choices in a Personalized Learning Project

DeMink-Carthew

Netcoh

2019

RMLE Online

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While providing choice can be a powerful way to personalize learning for young adolescents, there is also evidence that choice can be challenging for learners. This study investigated middle school students' (N = 72) feelings about making choices in how they learn during a personalized project. Findings include students' self-reported enjoyment and stress associated with choice within the project as well as five student vignettes illustrating some of the variations across student experiences. Informed by this variation, we offer several implications for research and practice related to supporting students in making choices in their own learning.

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Informing Progress: Insights on Personalized Learning Implementation and Effects

Cited by 93 publications

References 4 publications

Personalisation in educational technology: the absence of underlying pedagogies

Personalisation in educational technology: the absence of underlying pedagogies

Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study

Mixed Feelings about Choice: Exploring Variation in Middle School Student Experiences with Making Choices in a Personalized Learning Project

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