1. Dr Ayo Oyeleye Birmingham School of Media

2. Personalised Learning is about promoting personal development through self-realisation, self-enhancement and self-development in the learner (Leadbeater, 2004) ‘Personalisation is working in partnership with the learner - to tailor their learning experience in pathways, according to their needs and personal objectives – in a way that delivers success’ (NUS, 2006: 2)

3. ‘Personalised Learning is about tailoring education to individual student need, interest, aptitude or learning preference ’ (Brin Best, 2007). ‘Personalised Learning is not a matter of tailoring curriculum, teaching and assessment to ‘fit’ the individual, but is a question of developing social practices that enable people to become all that they are capable of becoming’ (Teaching & Learning Research Programme, E.S.R.C., 2004)

4. 5. Self-organisation by individuals working with the support and advisory systems provided by professionals. 4. Users becoming co-designers and co-producers of services; 3. Giving users more say over how money is spent; 2. Giving people more say in navigating their way through services; 1. Providing more customer friendly services;

6. Inquiry-based education Constructivism Mediated learning Discovery learning Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning What counts as active learning ? Learners need to be engaged in goal-oriented tasks practising skills exploring and experimenting using feedback to adapt actions discussing what they do reflecting on what happens articulating what happens

7. Personalising learning is a process that: Reinforces some current practices in classrooms Requires modifications to some current practices Results in creating some new practices

8. Focus on the last two of Leadbeater’s list of personalisation levels: Users becoming co-designers and co-producers of services; Self-organisation by individuals working with the support and advisory systems provided by professionals

9. To observe and gather evidence of what works and what does not To better map the curriculum of the module against the principle of PL To maximise the benefits of PDP

10. Focus on developing and enhancing relationships between students and academics in the learning environment:

11. Build defined communication activities and relationship continuity throughout key stages of the student life cycle on the Media Suite programmes

12. Enhancing personalisation of student learning experience through a focus on the five Cs of: 1.culture, 2.communication, 3.choice, 4.continuity and 5.consistency in the learning environment

13. Why should I learn? What can I learn? How could I study? How will I learn? How do we know I’ve learned? Where will it get me? Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance Curriculum choice through partnerships Provider flexibility and online support Partnerships offering flexible courses, modes, locations and patterns of study Adaptive, interactive learning environments Adapting to learning style and pace Personalised feedback and support Assessment when ready Formative feedback Progress files and e-portfolios Personalised needs analysis Access to information and guidance The contribution of personalisation to the learner’s journey ~ at any age Early years School Adult skills HE Where is research needed?