I read a lot about "personalized learning" and every so often I come across a post that compels me to write yet again on the subject (I've written before about it here.). This time, it´s Cooper's How Personalized Learning Starts with Less Teacher Talk, More Student Voice. The following in particular caught my attention...
... I do know that [students will] come in being able to use some kind of language, and so [teachers] start there. When it comes to personalized learning, I spend less time talking at my students and more time talking to them, using the language they already have to help them develop the language of mathematics they need to know.
If the point is to encourage student voice, seems like talking with students would take priority over talking to students. Here is the list of key points Cooper makes that I totally agree with yet have nothing to do with "personalized learning":
Again, I agree with these premises... it's just that these premises have nothing to do with "personalized learning".
Personalized Learning = Personal Learning Network
Cator tries to distinguish between individualized learning, differentiated instruction, and personalized learning, but tends to confound the issue. Here is why...
Given these 15 points, consider the following definition...
Personalized learning means instruction is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content as well as the method and pace may all vary (so personalization encompasses differentiation and individualization).
This podcast was recorded (in Spanish) in November of 2016 and broadcast December 28, 2016 at the Universidad Autónoma de Aguascalientes.
Three Approaches to Cultivating a Purposeful and Professional Eportfolio for Developing Lifelong Learners
My colleague, Piry Herrera, and I will be giving a talk on eportfolios on February 4, 2017 at the CO17 open, online conference (check your local time here). If you follow me on Twitter (@bnleez), the talk will be simulcast via Periscope as well. Here is a summary of the talk:
This talk reveals how instructors guide learners in creating purposeful and professional eportfolios that are formative, summative, and reflective. Attendees will see examples of both learner and instructor eportfolios and will learn how data collection and sharing can be used to tailor school-wide adaptation of eportfolios that align with the curriculum. Although much of the discussion will pertain to a formal educational context (i.e., schools), virtually all of the concepts will equally apply to trainers and coaches in informal, educational contexts as well.
How are you currently using eportfolios with students? How are you using an eporfolio currently to promote your own personal learning network? What are some obstacles that you face? What are some successes that you have had?
Benjamin L. Stewart
The information is provided “AS IS” with no warranties, and confers no rights. This weblog does not represent the thoughts, intentions, plans or strategies of my employer. It is solely my opinion. Feel free to challenge me, disagree with me, or tell me I’m completely nuts in the comments section of each blog entry, but I reserve the right to delete any comment for any reason whatsoever (abusive, profane, rude, or anonymous comments) – so keep it polite, please.