An ongoing research project

1. Personalised Learning with ICTPersonalised Learning with ICT
the vision & the practicethe vision & the practice
The learner at the centre of the education system
should not be a new education initiative but a
philosophy in education.

3. THE STORY
• WHO: the learners & the teacher
• WHERE: the school
• WHEN: time
• WHY: a turning point
• WHAT: the action

4. How can I create a
well-structured personalised approach in
learning? What and how should I modify
my teaching ?
My research questionMy research question

5. Year 1 of research:
• Areas needing modification:
 Learners’ collaboration techniques
 Learners’ assessment for learning
 Learners’ & Parents’ communication techniques
• Research procedure: Action Research (cycle 1),
(learners’ participatory mode: medium to high)
• Assessment of the research outcomes: support is
needed to sustain personalisation. How about ICT
practices?

6. Year 2 of research
• Areas needing modification:
 Learners’ collaboration techniques
 Learners’ assessment for learning
 Learners’ & Parents’ communication techniques
• Research procedure: Action Research (cycle 2),
(learners’ participatory mode: low to medium)
• Assessment of the research outcomes: ICT
practices seem to be more than a supportive tool.
What exactly can they do?

7. Year 3 of research
• Areas needing modification:
 Collaboration techniques
 Assessment for learning
 Communication techniques
• Research procedure: Action Research (cycle 3),
(learners’ participatory mode: medium to high)
• Assessment of the research outcomes: ICT
practices seem to establish future work & life skills.
What can we infer about new learning environments?

8. The perils of personalisation in learning
 group work
 negotiations, negotiations, negotiations…
 keep the learners motivated
 noise
 naughty learners
 How do you persuade the Ls about your
innovative teaching plans?
 How do you persuade the other Ts, the school
heads & the parents about your innovative
teaching plans?
 what to do when everything goes wrong?

9. The benefits of personalisation in learning
 Group work= motivation, responsibilities,
dialectics, solidarity
 Homework is more acceptable!
 T’s time increases
 Learners mature quicker
 Formative assessment is more welcome to
Ls & parents!
 Self-assessment sensitises Ls

10. References 1/2
• Black, P, Dylan, W (1998): Inside the Black Box, Phi Delta Kappan, Vol 80, No2, October 1998
• Black, P, Harrison, C, Lee, C, Marshall, B & Dylan, W (2004): Working Inside the Black Box:
Assessment for Learning in the Classroom, Phi Delta Kappan, Vol 86, No1, September 2004
• Cooney, K (2006): Are you learnin' us today, Miss?, Research Associate Report, Spring 2006,
Special series on Personalised Learning, NCSL National College for School Leadership,
www.ncsl.org.uk/media/FD4/41/are-you-learnin-us-today-miss.pdf
• DfES (Department for Education and Skills) (2006): 2020 Vision, Report of the Teaching and
Learning in 2020 Review Group, ref: DfES/04255-2006DOM-EN,
www.teachernet.gov.uk/publications
• Gilbert, C., August, K., Brooks, R., Hancock, D., Hargreaves, D., Pearce, N., Roberts, J., Rose,
Jim. & Wise, D. (2006). 2020 Vision; Report of the Teaching and Learning by 2020 Review
Group. Nottingham: DfES publications.
• Greenhill, B,, Green, H & Perry, C (2004): Learner voice: How can technology be used to support
learners to shape and direct their own curriculum?, Seminar 1, provocation + report,
Personalisation seminar series, Futurelab, www.futurelab.org.uk
• Wright, S, Lownsbrough, H & Perry, C (2005): Designing learner environments: The virtual and
the real – can technology help students shape their learning environment?, Seminar 2,
provocation + report, Personalisation seminar series, www.futurelab.org.uk

11. References 2/2
• Leadbeater, C (2004): Learning about personalisation: how can we put the learner at the heart of the
education system?, Innovation-Unit, DfES Publications, ref: DfES/0419/2004, www.demos.co.uk,
www.standards.dfes.gov.uk/innovation-unit
• Hargreaves, D (2004): Personalising Learning- 2: Student Voice and Assessment for
Learning, Secondary Heads’ Association and the Specialist Schools Trust
• NCSL National College for School Leadership (2005): Leading Personalised Learning in Schools, NCSL
National College for School Leadership, www.ncsl.org.uk/media/1C9/81/leading-personalised-learning-
in-schools.pdf
• Pulley, H & Jagger (2006): …and the pupil said, NCSL National College for School Leadership,
Research Associate Summary Report, Special series on Personalised Learning, Spring 2006,
www.ncsl.org.uk/media/892/0F/personalised-learning-and-the-pupil-said-summary.pdf
• Thomson, P & Holdsworth, R (2003): Theorizing change in the educational ‘field’: rereadings of
‘student participation’ projects, International Journal of Leadership in Education, 6(4), pp 371-391.
• Underwood, J, Baguley,T, Banyard, P, Dillon ,G, Farrington-Flint,L, Hayes ,M, Hick,P, Le Geyt, G,
Murphy, J, Selwood, I, & Wright, M (2009): Personalising Learning, Final report, www.becta.org.uk
• Underwood, J, Baguley, T, Banyard, P, Coyne, E, Farrington-Flint, L, & Selwood, I (2007): Impact
2007: Personalising learning with technology, Evidence and Research, www.becta.org.uk

12. Thank you,
Evie Benetou