There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised and enacted. We suggest that any attempt to support students to personalise their learning needs to be contextualised within broader curricular goals, and that its developmental nature entails progressions in specific learner capabilities, and therefore the need for students to be supported in this process. In proposing a framework for this support, we focus on general principles around the what and how of this process rather than on particular discipline areas.

Item Type:	Refereed Article
Keywords:	personalised learning; sociocultural research approaches; activity theory
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Curriculum and pedagogy theory and development
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Pedagogy
UTAS Author:	Edwards, M (Mrs Marie-Christina Edwards)
UTAS Author:	Emery, S (Dr Sherridan Emery)
UTAS Author:	Muir, T (Associate Professor Tracey Muir)
UTAS Author:	Swabey, K (Professor Karen Swabey)
UTAS Author:	Thomas, D (Dr Damon Thomas)
ID Code:	128826
Year Published:	2018
Web of Science® Times Cited:	6
Deposited By:	Education
Deposited On:	2018-10-16
Last Modified:	2019-03-07
Downloads:	0