The article discusses curriculum management changes while trying to respond to the challenge of learning personalisation in the field of lower-secondary education in Lithuania. The paper investigates what transformations learning personalisation might bring into educational practices and how they change regular curriculum management practices starting from learning environment, new roles of teachers, combining individual and group work in the classroom environment and development of new learning scenarios. This article is based on the findings of a case study of one of the Lithuanian lower secondary schools, when a new learning scenario was implemented creatively applying a digital storytelling method. The research indicates that students’ active classroom participation increased, driven by the personalised approach and the use of diverse digital media. The article reveals that learning personalisation supported by technologies brings changes to the classroom management practices and strengthens teacher-student and peer-to-peer collaboration.
The paper focuses on the co-creation of learning as a contemporary approach to engage learners. Today researchers discuss different engaging practices based on the learner-centred strategies, trying to respond to variety of personal learning needs, requirements and interests. By having a central role in the process, learners can decide how to organize their learning based on their abilities and stay actively engaged in the process. The idea of learners as change agents, active partners, producers and co-creators of their own learning has been a topic of increased interest in recent years. Development of student-led, collaborative initiatives leads educational institutions towards promoting co-creating of learning processes and co-created learning outputs.
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