PERSONALISED LEARNING: AMBIGUITIES IN THEORY AND PRACTICE
By Robert J. Campbell, W. Robinson, Jonothan Neelands, R. Hewston, L. Mazzoli. 2007
108 citations recorded by the source corpus.
Abstract: This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for ‘deep’ rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented students whose education provides the best case example of how the theory of personalisation might work in practice. Two examples of the lessons in a sixth form college are used to illustrate the character of personalised pedagogy in practice. The implications for theory and practice are discussed.
Subfields: Computer Science Applications, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/005f042f85392cb1b79fa7df29400d9d238846f3
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Personalised learning: lessons to be learnt (2012, background): “Others criticise it as a misguided alternative to more nuanced sociocultural theories for how the needs of different learners can be understood and catered for in school (Campbell et al., 2007; Cutler et al., 2007; Beach & Dovemark, 2009; Mahony & Hextall, 2009; Pykett, 2010).”