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Dimensions of personalisation in technology-enhanced learning: a framework and implications for design

FitzGerald, Elizabeth; Kucirkova, Natalia; Jones, Ann; Cross, Simon; Ferguson, Rebecca; Herodotou, Christothea; Hillaire, Garron and Scanlon, Eileen (2017). Dimensions of personalisation in technology-enhanced learning: a framework and implications for design. British Journal of Educational Technology, 49(1) pp. 165–181.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1111/bjet.12534
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Abstract

Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect—of using personalisation in technology-enhanced learning (TEL)—has promised much but has not always lived up to the claims made. Personalisation is often perceived to be a positive phenomenon, but it is often difficult to know how to implement it effectively within educational technology.

In order to address this problem, we propose a framework for the analysis and creation of personalised TEL. This article outlines and explains this framework with examples from a series of case studies. The framework serves as a valuable resource in order to change or consolidate existing practice and suggests design guidelines for effective implementations of future personalised TEL.

Item Type: Journal Item
Copyright Holders: 2017 British Educational Research Association
ISSN: 1467-8535
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Health and Wellbeing PRA (Priority Research Area)
Item ID: 48294
Depositing User: Elizabeth FitzGerald
Date Deposited: 30 Jan 2017 10:21
Last Modified: 21 Jun 2018 14:20
URI: http://oro.open.ac.uk/id/eprint/48294
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