Personalized LEARNING STRATEGIES
This article seeks to criticize personalized learning and all its strategies. Also, it examines the impacts of implementing this process and exercising it. Specifically, it majors on ideological underpinnings and identifying a common thread that focuses on questioning all links that connect personalized learning and neo-liberalism. Again, it addresses issues that are related to the voice of students and all forms of self-regulated learning.
Besides, this article examines all power dynamics between students and teachers or even school. In this case, this article outlines all techniques that a teacher can embrace to control; self-regulated learning processes. It is easy to unintentionally demean trials to offer students more power in their studies by abandoning the effectiveness of a teacher in the teaching-learning process. Lastly, this journal considers unclear issues that are linked to personalize learning(Gibson, 2017). Again, it examines other elements like noteworthy, for there is little data provided concerning its exercise and its impact on the achievement of students.
This article seeks to answer different questions on personalized learning elements. The first question is, how is personalized learning related to students’ voices? The report outlines that the student’s voice involves the process of giving students some forms of influence over their level of education. This influence helps in expressing the diverse interests of learners and, more so, to those with the capability of making change. Student’s voice inks to the personalized learning where they involve self- directing or student-directed learning process. In this case, the sole determinant is the inside forces. Outside sources such as teachers should not take part in such operations. Through self-directed learning, students have some say in the education sector. However, student voice may not a stand-in for their honest opinions simply for they have better chances of expressing themselves. The say could be due to power dynamics in education.
contributions of most researchers regarding the issues of personalized learning
Secondly, this article seeks to answer the question, what are the contributions of most researchers regarding the issues of personalized learning? This article answers this question through a careful discussion on criticism by different researchers (Rudman et al. 2018). This criticism examines practical issues in personalized learning. Considering these critical reviews, in this case, is a trial to balance elements of personalization text. Personalizing learning, in this case, implies that it is easy to accept without taking a careful examination of this issue. This criticism majors its discussion on issues related to ideology, including an extent to which one can equate personalized learning. The second element is the importance of power in the student-teacher relationship and how it impacts students’ desire to speak or express themselves. The third major point is on the lack of concrete data to support the claims on the impacts of personalized learning.
Thirdly, this article aims at answering another essential question, what are some of the best practices that practitioners of personalized learning embrace? This article correctly answers this question by providing relevant activities necessary for all practitioners in this field (Robert, 2018). First, the primary practice is creating awareness of the teacher to enable them to choose the best activities for this self-directed learning process. The other critical thing is creating awareness for all practitioners on power dynamics. Again, this article claims that practitioners need to examine the effects of power dynamics on the student’s ability to express their opinions and ideas in a self-directed form of learning.
Gibson, B. (2017). Personalized learning: A powerful idea. Journal of Initial Teacher Inquiry, 3, 16-19.
Roberts, J. (2018, October). Personalized learning in developing countries–Is Higher Education ready?. In 10th EDEN Research Workshop, Conference Proceedıngs, Barcelona, Spain (pp. 118-131).
Rudman, H., Bailey-Ross, C., Kendal, J., Mursic, Z., Lloyd, A., Ross, B., & Kendal, R. L. (2018). Multidisciplinary exhibit design in a Science Centre: a participatory action research approach. Educational action research, 26(4), 567-588.
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