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Theorising Personalised Education: Electronically Mediated Higher Education 1st ed. 2017 [Hardback]

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  • Formāts: Hardback, 155 pages, height x width: 235x155 mm, weight: 3967 g, 15 Illustrations, black and white; XXI, 155 p. 15 illus., 1 Hardback
  • Izdošanas datums: 19-Oct-2016
  • Izdevniecība: Springer Verlag, Singapore
  • ISBN-10: 981102698X
  • ISBN-13: 9789811026980
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Theorising Personalised Education: Electronically Mediated Higher Education 1st ed. 2017Palielināt
  • Formāts: Hardback, 155 pages, height x width: 235x155 mm, weight: 3967 g, 15 Illustrations, black and white; XXI, 155 p. 15 illus., 1 Hardback
  • Izdošanas datums: 19-Oct-2016
  • Izdevniecība: Springer Verlag, Singapore
  • ISBN-10: 981102698X
  • ISBN-13: 9789811026980
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789811026980.html
Keywords:
This book examines the theoretical underpinning of the concept of personalised education and explores the question: What is personalised education in the contemporary higher education sector and how is it implemented?  A broad, sophisticated definition of personalised learning has the potential to serve as a basis for more effective educational practices. The term ‘personalised education’ is, and continues to be, one with a variety of definitions. The authors’ definition both incorporates earlier concepts of personalised education and critically reassesses them. The book then adds a further dimension: personalised instruction in electronically mediated environments, where the goal is to achieve learning towards mastery individually with the help of differentiated and individualised electronic learning platforms. This book assesses the various arguments concerning personalised education, examining each through the lens of educational theory and pedagogy and subsequently positing a number of qualitative characteristics of personalised education that have the potential to influence policy and practices in the higher education sector.
1 Introduction to the Philosophical Arguments Underpinning Personalised Education
1(16)
Philosophical Thinking
1(2)
The Theoretical Construct: Habermas
3(5)
Definitions
8(7)
Personalised Learning
8(3)
Personalised Learning in Higher Education Through E-mediated Instruction
11(1)
E-mediated Instruction
12(2)
E-mediated Instruction in Higher Education
14(1)
Provocations
15(1)
References
15(2)
2 A Brief History of E-mediated Education
17(10)
A Brief History
17(1)
Programmed Learning
18(1)
Beyond Distance Education
19(2)
Massive Open Online Courses (MOOCs)
21(1)
Connectivism
21(2)
Current Developments
23(1)
Conclusion
23(1)
Provocations
24(1)
References
24(3)
3 Personalised Learning, Pedagogy, and E-mediated Tools
27(20)
Major Areas of Debate
27(1)
Digital Disruption to Teaching and Learning in Higher Education
28(6)
Looking to the Past
28(1)
Looking at the Present
29(2)
Looking to the Future
31(3)
Personalised Learning in Higher Education---Developing a Deep Understanding
34(10)
What Is Personalised Learning in Higher Education?
35(1)
E-learning
36(1)
Self-regulated Learning
37(1)
Adaptability and Accessibility of Personalised Learning
38(1)
Catering for Different Learning Styles
39(1)
Catering for Diversity
40(1)
Impact of Social Networking
41(1)
Personalisation in Assessment
42(1)
Professional Development
43(1)
Summary
44(1)
Provocation
44(1)
References
45(2)
4 Through the Lens of Generational Theory
47(14)
Generational Theory
47(6)
Generations and Higher Education
53(2)
Students
53(1)
Academic Staff
54(1)
What Does This Mean for Higher Education?
55(2)
Digital Fluency
57(1)
The Future for Higher Education
58(1)
Provocations
58(1)
References
59(2)
5 Personalised Education, Pedagogy, and Equity in the Higher Education Sector
61(22)
Pedagogic Promise
61(1)
A Teaching Experience
62(1)
Accessibility of Online Higher Education Course Material and Issues of Equity
63(4)
Accessibility
67(1)
Policies and Procedures
68(8)
Conclusion: Taking up What the Student Did not
76(2)
Provocations
78(1)
References
78(5)
6 Personalised or Programmed? Current Practices of University Systems
83(12)
Personal Experiences
83(1)
Programmed Learning
84(1)
David's Story
85(2)
Donna's Story
87(1)
Productive Pedagogies
88(2)
Issues and Tensions
90(1)
Personalised Learning and Habermas' Human Interests
90(2)
Provocations
92(1)
References
92(3)
7 From Policy to Practice---Personalisation and the Higher Education Sector
95(12)
From Policy to Practice
95(1)
The International Policy Agenda: Defining and Understanding the Technical Rules
96(1)
Neoliberalism and the Imperative of Globalisation
97(1)
Standardisation and the Audit Culture
98(2)
Personalisation Policies
100(2)
Provocations
102(3)
References
105(2)
8 Experiencing E-mediated Personalised Learning in Practice---A Teacher's Insight
107(16)
From One Stakeholder's Point of View
107(13)
Technical Rule 1 The Interests of Money and Power Must Be Met First
108(1)
Technical Rule 2 A Specific and Interventionist State Policy Regime and the Decline of Labour Power
109(1)
Technical Rule 3 Quality Defined as How Much Can Be Assessed Summatively in Order to Gauge How Close to Excellence the Student, Lecturer, University, State, and Nation Have Come
110(2)
Technical Rule 4 A Self-perpetuating System of Evaluation
112(2)
Technical Rule 5 A New Class of Technical Experts
114(1)
Technical Rule 6 Students Achieving to the Highest Standard Possible
115(1)
Technical Rule 7 Education that Is Targeted, Documented, and Caters for Diversity, but Is not Individualised
116(2)
A Happy Ending and Technical Rule 8: A Personalised Environment that Emanates from the Learner and not the Instructor
118(2)
Provocations
120(1)
References
120(3)
9 E-mediated Approaches to Personalising Inter-professional Learning in the Health Sector
123(22)
The Importance of Health Education
124(1)
IPL in Health Education
125(2)
IPL---The Concept
127(2)
IPL and Personalised Learning---Connections and Boundaries
129(3)
The WHO Framework
132(1)
Health Education
133(6)
Triune-009
136(1)
CLARION Project
137(1)
Learning Wiki
138(1)
Summary
139(1)
An Example of IPL in Health Using E-mediated Technology
140(1)
Provocations
141(1)
References
141(4)
10 Evidence in Relation to the Effectiveness of E-mediated Personalised Education
145(8)
What Is Effective?
145(2)
Research Reviews
147(1)
Recent Studies
147(1)
Further Research
148(1)
Provocations
148(1)
Final Word
149(1)
References
150(3)
Index 153
Barbara Garrick (19532015) was a loving wife to Mal, proud mum to Kylie, and devoted grandmother to Connor. She was an intrepid world traveller, and family historian. Barb was an imaginative and innovative teacher, a generous colleague and a researcher dedicated to reform, with interests in the areas of educational policy and practice, teaching students in the middle years, and researching academic work conditions, diversity, teacher identity and literacy, amongst others. Barb was an absolute joy to be with, and will be remembered by many with great admiration, affection and love. She is greatly missed.

Donna Pendergast is Jeffs wife and mum to Kyrra, who as a young teenager, is providing daily insights into the digital capacities of the amazing young people in our world today. Donna is a keen walker, and although these days it ismostly around office buildings, in the past she has powered her way through several world class walking challenges. She has a lengthy bucket list to walk her way through. Now Dean of the School of Education and Professional Studies, Donna began her career as a secondary school teacher. She comes from a family that places considerable value on the transformative potential of education and her aspirations have been shaped by these beliefs. 



David Geelan is Sues husband and Cassie and Alexs dad. He reads plenty of crime and science fiction novels, rides a motorcycle and probably spends more time playing computer games than he can really afford. David started teaching high school science and maths in 1989 and has been a school teacher in three Australian states and a teacher educator in Papua New Guinea, Canada and Australia. In 1995, during his doctoral studies, David developed and taught his firstonline course, and he has had a research interest in e-mediated higher education ever since. In 2005 he was a Scholar at the Carnegie Academy for the Scholarship of Teaching and Learning.