Personalised Learning for the Learning Person

In Personalisation of Education in Contexts, Mincu (2012, p. xiv - xv) identifies two personalisation perspectives. The first is associated with educational policy, how personalised learning can address the limitations of current education practice by supporting a more holistic approach to learning. The second is associated with a multi-composite pedagogical theory focussed on individual and social learning. Mincu suggested that in 2012 there was a logical inconsistency within personalisation regarding grouping students by ability. As we reach 2020 this logical inconsistency can be addressed and the two perspectives, policy and pedagogy, can be brought together and discussed as one. Technological and system developments also mean it is now possible for us to consider the practice of Personalised Learning alongside the theory.
This book summarises the key areas which need to be considered if we are to develop an effective Personalised Learning solution. Firstly, it summarises the rationale for Personalised Learning, before explaining the systemic challenges that have so far held it back. The English formal education system has been discussed here as a case in point. Whilst the book does not seek to explore in depth any particular part of formal education, such as early years foundation stage, primary, secondary or tertiary education, or indeed lifelong learning, it does highlight points in the learning journey where Personalised Learning may be particularly impactful. A Personalised Learning approach is implicitly considered as applicable to all formal educational sectors, but rather than discuss the different sectoral implementations in detail, this book instead focuses on understanding and addressing the broad pedagogical and policy implications underpinning Mincu’s two personalisation perspectives. The book also considers how we can develop more effective interactions between formal, non-formal and informal education (Coombs, 1973; Whyte, 1975). There is an increased emphasis, for example, on the role technology charities can play through non-formal education, and an increased awareness of the role family, social and work environments play in our informal education. To understand these implications and interactions we need to understand the Learning Person both as an individual learner and a social learner. The majority of this book is therefore given over to considering key concepts that are relevant to the development of the Learning Person. Firstly, how we learn is discussed across two chapters, using a three-tiered learning model. Learning is explored initially in terms of how we file information and then in terms of how we use different learning intelligences. Secondly, we consider the learning environment and our sensitivity to this both in terms of what inputs we receive from it and how we respond to these. Thirdly, our learning capabilities are explored, both in terms of developing competence and then through developing expertise. We conclude our discussions of the Learning Person by considering our learning choices and the motivations underpinning these. Finally, the book concludes by providing an example of practice, a highly successful Personalised Learning solution (iDEA), that shows that progress has already been made, before discussing what is still required if we are to develop a global solution.