The BA LTR seeks to enable learner-choice this is fundamental to its design, in a scalable work-based degree for eclectic individuals of varying professional background. The place of learner-choice is paradoxically the glue that binds the course together. Through avenues of learner-choice, learners are obligated to explicitly consider the process of their learning. Learners need to consider and plan for their own learning, reviewing their starting point by examining where they are at, considering the process possibilities, (the module requirements) as well as designing milestones or learning goals to be fulfilled. This process is not imposed, but is gradually introduced with scaffolding, such that, in the early stages of a learning journey, learners have a detailed map upon which they can develop their plans. In late modules learners take a higher degree of control.
Devolving control to learners enables them to ‘see’ the learning process and participate fully rather than being passive recipients.
The increased relevance emerging from high degrees of personalisation acts to increase learners enjoyment of their learning experience however the confidence needed to take control of learning and to make decisions about not only what is learned but how and where should not be imposed but rather gradually introduced. As learners better understand their own learning ways and processes they are better positioned to take a greater degree of control in the process.
The research showed that learners focused in their appreciation of personalisation not in the value that this process had for assisting them to be better learners particularly but upon the enjoyment that the control brought.
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