Personalized learning (PL) runs the gamut of contemporary educational
perspectives. In this respect educators and students relate such phenomenon to the needs of contemporary time. Living in the post-industrial society with the information as the most valuable product, people cannot use obsolete methods but the newest ones. The state-of-the-art trend in education is concerned, as strange as it may seem, with personalized learning. Its approach is far-reaching today. More and more learners in civilized high-tech societies cannot but use PL, as a prerogative trend in identifying something new. Up-and-coming students of today do not feel any problem in studying on the personalised basis. A somewhat “isolation” is nothing for personalized learners. Thus, the purpose of the paper is to identify the peculiarities of PL in terms of the international discourse and its usability for contemporary learners and educators in the UK and in Australia. To expand this aim, it is better to ensure that several questions are clear to an observer. Thereupon, it is applicable to show these issues off:
1) What is PL?
2) How does it relate to Maslow’s theory of needs?
3) What peculiarities of this form of education in the UK and in Australia?
4) What are the advantages and limitations of PL?
5) Why is PL significant for all that?
6) What are the future implications of PL?
These draft questions lead the discussion in the paper to more critically wellcrafted assumptions and claims.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Literature review
- PL in focus
- Maslow's hierarchy of human needs
- Peculiarities of PL in the UK and in Australia
- Personalized learning in practices
- The UK
- Australia
- Learning styles focusing on PL
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to explore the features and implications of personalized learning (PL) within the international educational discourse. It examines how PL is implemented in the UK and Australia, considering its relationship to Maslow's theory of needs, its advantages and limitations, and its future implications.
- Definition and characteristics of personalized learning
- The role of Maslow's hierarchy of needs in personalized learning
- Implementation and practices of personalized learning in the UK and Australia
- Advantages and challenges of personalized learning
- Future implications of personalized learning
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction sets the stage for the paper by highlighting the growing importance of personalized learning (PL) in contemporary education. It outlines the key research questions that will be addressed throughout the paper. The literature review section delves into the concept of PL, providing definitions and examining its alignment with Maslow's theory of human needs. The paper then explores the specific peculiarities of PL in the UK and Australia, highlighting governmental initiatives, key features, and challenges encountered in these contexts. The chapter on personalized learning in practices provides a detailed look at the implementation of PL in both the UK and Australia, examining specific strategies, policies, and challenges. Finally, the paper concludes by considering how learning styles can be incorporated within a personalized learning framework.
Schlüsselwörter (Keywords)
Personalized learning, educational innovation, Maslow's hierarchy of needs, UK education, Australian education, learning styles, educational policy, student-centered learning, ICT integration, future of education.
- Quote paper
- Vladimir Schenyatsky (Author), 2010, Personalized Learning, Munich, GRIN Verlag, https://www.grin.com/document/150492
