Changes in Practice and Future Plans

Key change in my professional practice

Identify

In examining the options the concept of personalised learning from the Hack Education crowd source project waa the one that stood out to me. Given the changes in technology in the last few decades and even more so in the last few years. the possibility of a truely personalised education / learning program or system is truely within our grasp. The old Victorian model of Education which has been the mainstay of many schools in the Western world, and perhaps the majority of schools worldwide. Now has the real possibility of being succeeded by a truely 21st century learning system / approach that can cater to the needs of each individual student.

Examine

Using the model, the Cycle of Experiential Learning, I have sort to evaluate this possible change.

1. The problem identified is that of providing individualised education / learning to students, thus moving them away from the more traditional methods of classroom teaching that school systems have been traditionally modelled on. 
2. Observation and analysis - At this point there is not a great deal of data about individualised learning. While there has been some past research into the idea, as far back as the 1980's, little progress seems to have been made. This is surprising especially given the rapid change in available technologies which can far more easily facilitate this proposed learning methodology.  The key point it seems is that the technology is more involved with driving a possible change now than than the theory of educational practice and what may be best for students. This is a concern because it should be technology that is used to empower change not be the reason for change.
3. Reconceptualisation - Other perspectives ... Why has individualised learning not "taken off"? Given the rapid development of technology (more so now than at any time in human history) why has learning not changed to match and take advantage of the changes. Even if not at the same rate as technology, at least at a more rapid rate then has been observed. Is it that teachers are not willing to embrace change on the whole? Are teacher education programs (to train new teachers) not changing to produce teachers who are ready and able to implement new teaching methodologies, such as individualised learning, effectively?
4. Active Experimentation - Personally I have explored the use of flipping the classroom and the use of more online methods of delivering content and interacting with students. These could both be used to individualise learning in their own way.  What I have learned is that while individualised learning is a very good idea in theory, even with technology, the possible implementation is still problematic. Increased work load for teachers, more teachers required to deal with individualising programs for students. Technology as good as it is now, is not good enough to alleviate the difficulties... but perhaps in the not to distant future this may not be the case. 

Conclusions

Other areas that I would like to explore further in my own practice are the use of A.I. to enhance student learning outcomes and the development of online assessment methods to enable students to engage with the assessment of their learning more effectively.

Technology offers many innovative ways to enhance learning for students regardless of where or who they may be. Teachers need to be innovative and the tools are there. We just need the courage to use them and to try, instead of saying yes this is a great idea, actually do it.

References

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.