Mass-customisation and self-reflective frameworks: early developments in New Zealand

Abstract

Education has long been regarded as the foundation stone of national growth and international competitiveness. In the last three decades national educational reforms to improve access to higher education qualifications, individual higher education institutions' aggressive national and international marketing initiatives and improved information and communication technology (ICT) systems and infrastructure have resulted in greatly increased participation in tertiary education. As a consequence of this wider participation, tertiary educators are now engaging with increased numbers of culturally and economically diverse learners in distributed ICT environments that they, the educators and learners, are often unfamiliar with. There is an expectation that these educators will be able to design learning modules to meet students' multi-cultural needs, in a range of contexts, with no additional resources. In essence, it is expected that learners will participate in individually customised learning events at a cost similar to traditional delivery. This requires a fundamental shift in educators and learners conceptions on the provision of education. The purpose of this paper is to explore how the development and deployment of reflective frameworks, based on recognised international standards, can fully engage learners in mass-customised environments. First this article outlines the key building blocks required for reflective mass-customisation to occur. Second, it illustrates how this concept is being tentatively explored at a New Zealand institution. Finally, it recommends the areas of action for further research on the impact and effect of masscustomisation on learners, educators and institutions to be undertaken.

A posthuman pedagogy with Rancière and Bateson

“…Against 'one size fits all' models where teachers and institutions dictate what students should learn, the defining feature of personalised learning is the exercise of student autonomy on the formal education process. Indeed, as the term itself suggests, the appeal of personalisation is customisation, modifying curriculum to suit the needs of particular individuals (Clayton, 2012). In a recent study, Craig Deed and his colleagues describe personalised learning at the 'classroom' level as 'a sociocultural authorisation of individual freedom, community interactivity, and flexibility of time and space' (Deed et al, 2014, p. 67, emphasis added).…”

Editorial for proceedings papers

“…Also unsurprising in a UK context when reporting on a period when impact is yet to become too intrusive a concept, sustainability was overall not popular and attracted only one proceedings paper. Clayton (2012) reports on developments in New Zealand towards mass customisation and self-reflective frameworks following a government-enforced greatly increased participation rate in tertiary education.…”

Learner autonomy, microcredentials and self-reflection: a review of a Moodle-based medical English review course

“…It is argued this process of ongoing reflection enables learners to autonomously build their capability and capacity (Clayton et al, 2009;Sugerman et al, 2000). In essence, self-reflection allows learners to create personalised learning environments that are ongoing (sustained), connected to their needs (situated) and focused on individually generated tasks (authentic) (Clayton, 2012). A fundamental criterion for the success of the self-reflective process is the individual being able to make the appropriate connections between their existing English language skills and knowledge and the required level needed in the medical profession.…”