Searching for the Theoretical Foundations of Personalised Learning and the Strategy to its Scaling
Personalised learning (PL) has become an increasing trend of modern education in which a student is regarded as the heart of the learning-teaching process. The considerable interest of policy makers, educational innovators, school leaders, and teachers in building a personalised educational process develops various ways for its implementation. In this connection, lots of viewpoints on how to make the learning personalised might be identified which gives rise to many approaches to its realisation. The other reason for the ambiguity occurring today is related to the issue of conceptualisation of PL at the theoretical level. In other words, there is no agreed definition of personalisation in education; therefore, it lacks the strategy for implementation and further scaling.
The primary aim of this article is to investigate the phenomenon of PL. The conceptualisation will involve the analysis of the related theories i.e. humanistic and constructivist approaches. The other key objective of the article is to present the formulated theoretic scale model of PL. The model views PL as an innovation that might be scaled by people (teachers at the level of individual characteristics and organisation at the environmental level) and by digital technology. Consequently, the elements include teacher’s belief and practice, school environment and technology for methodology integration into the educational process. The proposed model for PL implementation will be compared with the existing models of personalisation, giving the teaching practice and the potential of digital technology particular consideration. In conclusion, the paper examines the theoretical nature of personalisation in education, its distinguishing features, the existing PL frameworks and presents the model for its scaling. The points discussed in the article will help to devise a coherent strategy for personalisation of the learning-teaching process.