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Personalising Education

image of Personalising Education

Personalisation of education can mean many things and raises profound questions about the purposes of and possibilities for education. What are the policy challenges to be addressed in furthering personalisation? What do the learning sciences, including burgeoning research into brain functioning, have to contribute in pointing the way ahead? What are the constraints imposed by key stakeholders in education systems – including teachers, parents and employers, and how should these be met? Such questions are addressed in this new volume in the OECD's Schooling for Tomorrow series, with contributors from Canada, Denmark, France, Germany and the United Kingdom.

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Personalised Learning? New Insights into Fostering Learning Capacity

Centre for Educational Research and Innovation

Sanna Järvelä reviews research evidence and clarified key questions relating to personalisation. She concludes that personalisation of learning has become imperative. By this, she does not mean individualised learning nor the opposite of social learning but as an approach in educational policy and practice whereby every student matters, equalising opportunities through learning skills and motivation to learn. She examines seven critical dimensions: i) development of key skills which are often domain-specific; ii) levelling the educational playing field through guidance for improvement of students’ learning skills and motivation; iii) encouragement of learning through “motivational scaffolding”; iv) collaboration in knowledge-building; v) development of new models of assessment; vi) use of technology as a personal cognitive and social tool; vii) the new role of teachers in better integration of education within the learning society.

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