DAY 4: “tergendala”

Met my supervisor. I am stumped. I didn’t know what I was doing. I wasn’t able to answer the questions. I am back to SQUARE ONE. Research is challenging!!

By the way, my research topic which is

A case study on Personalised Learning Environment and Students Engagement (PLEaSE) through web-blog in creating a platform for Higher Order Thinking (HOT)

is a topic which I need extensive reading in order to spew facts and justifications. My conceptual framework is a joke. I don’t even have a solid or even a vague outline on theoretical framework.

Next step to do is to READ (infinity x).

The article I am currently reading is PERSONALISED LEARNING: AMBIGUITIES IN THEORY AND PRACTICE [ R.J CAMPBELL, W. ROBINSON, J. NEELANDS, R. HEWSTON, L. MAZZOLI (2007)]. Let’s name the article: PLa1

PLa1 describes the current education situation which demands new technique in accommodating to learners. One way is via PERSONALIZATION.

Before that, personalising was first started in the public sector services in England. It was first introduced following a publication paper by Leadbeater (2003). Click here for more info on Leadbeater and his paper. Later Leadbeater saw the application of personalisation in education.

I quote this statement from PLa1:-

The aim of personalisation in learning is not marketisation of education, so much as the promotion of self-realisation, with children constructed as active and responsible co-authors of their educational script. This would lead to students setting their own learning targets, adopting continuous self-assessment for learning and to the development of flexibility in learning beyond the school and outside the traditional school hours.

The following quotes would see to the purpose of my research.

Personalisation, therefore might increase the already large inequalities in educational provision and achievement, deriving from social and economic status.”

Personalised learning is not a matter of tailoring curriculum, teaching and assessment to ‘fit’ the individual but is a question of developing social practices that enable people to become all that they are capable of becoming

How personalisation learning is being defined or looked at or framed or described?

According to PLa1, personalisation is described as a collective activity BUT the collective frame leads to the individual developing his/her learning. Personalisation is NOT a bout individualisation. Personalisation is also not exactly new. IT is referred as TRANSACTED CURRICULUM or CONSTRUCTIVIST LEARNING. which is derived from Vygotsky social theory-scaffolding.

PLa1 hypothesize that personalisation is more effective in the audience of 16-19 years of age where their voices have higher salience followed by the high level of ability and maturity in the students as consumers. This is because to enable the pedagogy effectiveness, higher order thinking skills such as evaluating, synthesising need to be implemented. Unfortunately, to carry out such high cognitive skills might prove to be a challenge if such thinking is not habitual.

I end this entry with something I see in my supervisor. It was taken from PLa1.

Power to teach (Robinson, 2004) does not always, or necessarily require a drama queen in the classroom.

sipping Anglia


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