Case studies of personalized learning

Deliverable 4.1, Literature review of personalised learning and the Cloud, started with an evaluation and synthesis of the definitions of personalized learning, followed by an analysis of how this is implemented in a method (e-learning vs. i-learning, m-learning and u-learning), learning approach and the appropriate didactic process, based on adapted didactic theories. From this research a list of criteria was created needed to implement personalised learning onto the learner of the future. This list of criteria is the basis for the analysis of all case studies investigated. – as well to the learning process as the learning place. In total 60 case studies (all 59 case studies mentioned in D6.4 Education on the Cloud 2015 + one extra) were analysed. The case studies were compared with the list of criteria, and a score was calculated. As a result, the best examples could be retained. On average most case studies were good on: taking different learning methods into account, interactivity and accessibility and usability of learning materials for everyone. All had a real formal education content, thus aiming at the core-curriculum, valuing previous knowledge, competences, life and work skills, also informal. Also the availability of an instructor / tutor or other network of peers, experts and teachers to guide and support the learning is common. On the other hand, most case studies lack diagnostics tests as well at the start (diagnostic entry test), during the personalized learning trajectory and at the end (assessment at the end). Also most do not include non-formal and informal learning aspects. And the ownership of personalized learning is not in the hands of the learner. Five of the 60 case studies can as a result be considered as very good examples of real personalized learning

A literature review of personalized learning and the Cloud

In order to provide effective application of the Cloud in education it is essential to know how the learning should and could – if needed – be adapted. In this respect the concept of ‘personalising learning’ is frequently used. But what exactly is personalising learning. And how can it be implemented in using the cloud? The aim of WG3 i-Learner of the School on the Cloud network is to investigate this from the point of view of the learner, whereas WG2 i-Teacher looks on the role of the educators, and WG4 i-Future on the technology. The document has two parts: - The first part starts with an evaluation and synthesis of the definitions of personalized learning (Ch. 3), followed by an analysis of how this is implemented in learning style (e-learning vs. i-learning, m-learning and u-learning, Ch. 4) and learning approach (Ch. 5). To implement this an appropriate pedagogy (Ch. 6) is needed. - The second part is an attempt on how to implement this onto the learner of the future (Ch. 7), as well to the learning process and to the learning place. Recommendations are made in Ch. 8

Through the eyes of children : the implementation of a European dimension by peer learning in primary school

The ‘European dimension’ in education has become a major component of the school curriculum in the countries of the European Union. Despite this, there are still variations and differences in the depth and the breadth at which the teaching and delivery of this ‘dimension’ is carried out, and the approaches adopted in the various member states. The integration of information and communication technologies (ICT) into teaching and learning in this area appears to be advancing at different rates in the different countries. The aim of the E-PLIPS project has been to provide an up-to-date contribution to European education. By using innovative methods of intercultural teaching and learning, the authors established efficient pedagogies for teaching about the ‘European dimension’ for life. The methods of intercultural group learning and peer assessment were used to underpin the co-operative learning environment for both teachers and children. Materials are being developed and presented in order to equip both children and teachers with instruments to improve lifelong learning skills as well as enable them to become active participants in European life, and can be used for learning and teaching, as well as on in-service training courses for teachers who want to implement a ‘European dimension’ into their teaching programme. The Book offers new ways and ideas about the implementation of ‘European dimension’ in education, with special attention given to peer-learning. It provides teachers with ideas on how to motivate their pupils to learn more about the customs and everyday life of children in contrasting European countries and shows examples of how teachers can promote the ‘European dimension’. The examples, guidelines and background information, as well as ideas for the use of the materials in the classroom can be found on the interactive DVD and can be used directly as a teaching resource.peer-reviewe