Personalising Learning in Teacher Education through the use of Technology

Jones, Mellita; McLean, Karen

doi:10.14221/ajte.2012v37n1.1

Cited by 28 publications

(12 citation statements)

References 12 publications

(27 reference statements)

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“…Our results showed these teachers are also undecided and potentially misinformed about the value of these strategies and our study will help provide an evidence based discussion point for some of the key issues teachers face. Our study adds to the "compelling evidence of the importance of encouraging student control over the learning process as a whole" (McLoughlin & Lee, 2010, p. 1), and shows that personalising learning is successful in improving student engagement and the students' learning experiences in higher education (McLoughlin & Lee, 2010;Jones & McLean, 2012). It is beneficial for student engagement and experiences to have longer face-to-face sessions (in this case it was 2 hour tutorial sessions) in which structured small group activities were set up by the teacher (TW) for interactive, collaborative learning.…”

Section: Discussionmentioning

confidence: 51%

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Wanner

Palmer

2015

Computers & Education

365

266

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Section: Discussionmentioning

confidence: 51%

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Wanner

Palmer

2015

Computers & Education

365

266

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“…Within the current circumstances, both QUT ARG and CSHS recognized an opportunity to develop and implement an online CS project and provide a platform to keep students engaged during the COVID‐19 isolation period. Moreover, the use of technology underscores the potential to increase the engagement and motivation of learners and allows catering to different learning styles (Jones & McLean, 2012).…”

Section: Motivation For the Projectmentioning

confidence: 99%

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID‐19 lockdown

Haeften

Milić

Addison-Smith

et al. 2020

Ecology and Evolution

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The coronavirus disease of 2019 (COVID‐19) pandemic has impacted educational systems worldwide during 2020, including primary and secondary schooling. To enable students of a local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a “Grass Gazers” citizen science scoping project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here, we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The university research group and school coordinator, operating in their own distributed work environments, had to develop, source, adopt, and/or adapt material rapidly to meet the unique requirements of the project. The experience allowed two‐way knowledge exchange between the secondary and tertiary education sectors. Participating students were introduced to real‐world research and were able to engage in outdoor learning during a time when online, indoor, desk‐based learning dominated their studies. The unique context of restrictions imposed by the social isolation policies, as well as government Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real‐world science.

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“…Learning analytics and prompts for next steps and progressions in learning, which are an emergent practice in schools, should therefore also be practised in teacher education. Furthermore, options for self‐paced and group studies and the use of individual programme plans and learning contracts, as well as communities of inquiry, should be made available in teacher education (Sliwka, ; Jones & McLean, ). So far, research on individualised assessment in teacher education has mostly been limited to aptitude tests and qualifying examinations to recruit teacher training candidates.…”

Section: The Learning Environment Is Acutely Sensitive To the Individmentioning

confidence: 99%

Implications of Research on Effective Learning Environments for Initial Teacher Education

Conner

Sliwka

2014

Euro J of Education

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IntroductionThe increase in knowledge about how people learn (Hattie, 2012;Bransford, Brown & Cocking, 2000;OECD, 2010) has far-reaching implications for initial teacher education. Internationally, there has been greater emphasis on learning (instead of teaching). Research from the educational sciences, psychology, cognitive science and neuroscience has contributed to a broad knowledge base about how learners learn and how learning environments influence learning for different individuals. The evaluation of learning outcomes has also been linked to particular types of instruction and the role of teachers in guiding and designing learning (Gordon et al. 2009;OECD, 2010;Halasz & Michel, 2011). Frustration with educational reform efforts and the need for future citizens to develop a range of competencies for knowledge economies, including social and meta-cognitive skills, have fuelled the desire to improve student learning. The central role played by teachers in this endeavour, not only in influencing student outcomes (Hattie, 2012), but also in bringing about localised changes and paradigm shifts in education systems, should not be underestimated.Changes in what is emphasised in schooling go hand in hand with changes in the methods and tools used for educating people. One example is the relatively recent shift in the way information and communications technology (ICT) is being used in schools. ICT is moving from being a mere tool for accessing knowledge and information to the ubiquity and usefulness as a social connector that can facilitate collaborative learning of students and teachers in multiple ways (Gooding, 2010). The relatively recent development of learning analytics in conjunction with learning management systems is enabling teachers to gain valuable information about individuals and cohorts of learners, but learning analytics can also provide information to personalise feedback for individual or group instruction.Since the major aim of education is to promote student learning, ideas and theories about learning and their application to teaching practice should be a core part of any initial teacher education programme (Darling-Hammond & Bransford, 2005). The evolving concept of learning as it has moved from reinforcement of positive learning behaviours and information processing to more active ways by which learners can make sense of new knowledge using socially mediated or negotiated ways of learning can be explored in terms of developing teachers' adaptive expertise (de Corte, 2010) to meet the needs of their students and to tailor teaching approaches to both learning content and contextual variables. The Nature of Learning has identified the following seven transversal learning principles (OECD, 2010, pp. 14-17): 1. The learning environment recognises the learners as its core participants, encourages their active engagement and develops in them an understanding of their own activity as learners.

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Personalising Learning in Teacher Education through the use of Technology

Cited by 28 publications

References 12 publications

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID‐19 lockdown

Implications of Research on Effective Learning Environments for Initial Teacher Education

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