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Personalised Learning Spaces and Self-Regulated Learning :Global examples of Effective Pedagogy
McLoughlin, Catherine Lee, Mark J.W.
McLoughlin, Catherine
Lee, Mark J.W.
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Abstract
Recent educational research attests to an increasing awareness of the need to encourage learner control over the entire learning process. Web 2.0 and social software tools are capable of supporting informal conversation, dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, they can shift control to the learner by promoting agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries. However, in order for selfregulated learning to come to fruition, students need not only to be able to choose and personalise what tools and content are available, but also to have access to appropriate scaffolding to support their learning. Emerging practices with social software, examples of which are showcased in this paper, signal the need for pedagogies that are more social, personal and participatory. The paper concludes with a discussion of the implications for practice, including current challenges faced by tertiary educators.
Keywords
personalisation, PLE, self-directed learning, social software, scaffolding, support
Date
2009
Type
Conference item
Journal
Book
Volume
Issue
Page Range
639-645
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
DOI
Source URL
Event URL
Open Access Status
Open access
License
File Access
Controlled