Personalised learning spaces and self-regulated learning: Global examples of effective pedagogy

Catherine McLoughlin, Mark Lee

Research output: Book chapter/Published conference paperConference paperpeer-review

10 Citations (Scopus)
14 Downloads (Pure)

Abstract

Recent educational research attests to an increasing awareness of the need to encourage learner control over the entire learning process. Web 2.0 and social software tools are capable of supporting informal conversation, dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, they can shift control to the learner by promoting agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries. However, in order for self- regulated learning to come to fruition, students need not only to be able to choose and personalise what tools and content are available, but also to have access to appropriate scaffolding to support their learning. Emerging practices with social software, examples of which are showcased in this paper, signal the need for pedagogies that are more social, personal and participatory. The paper concludes with a discussion of the implications for practice, including current challenges faced by tertiary educators.
Original languageEnglish
Title of host publicationSame places, different spaces
EditorsRoger Atkinson, Clare McBeath
Place of PublicationAuckland, New Zealand
PublisherASCILITE
Pages639-645
Number of pages7
ISBN (Electronic)9781877314810
Publication statusPublished - 2009
EventAustralasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference - Auckland, New Zealand, New Zealand
Duration: 06 Dec 200909 Dec 2009

Conference

ConferenceAustralasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference
Country/TerritoryNew Zealand
Period06/12/0909/12/09

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