Personalised learning in the open classroom: The mutuality of teacher and student agency.

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Title:	Personalised learning in the open classroom: The mutuality of teacher and student agency.
Authors:	DEED, CRAIG¹, COX, PETER¹, DORMAN, JEFFREY², EDWARDS, DEBRA¹, FARRELLY, CATHLEEN¹, KEEFFE, MARY¹, LOVEJOY, VALERIE¹, MOW, LUCY¹, SELLINGS, PETER^2,3, PRAIN, VAUGHAN¹, WALDRIP, BRUCE^2,4, YAGER, ZALI^1,5
Source:	International Journal of Pedagogies & Learning. Aug2014, Vol. 9 Issue 1, p66-75. 10p. 1 Diagram, 1 Chart.
Subject Terms:	Open plan schools, Open learning, Teacher-student relationships, Classroom environment, Problem solving, Problem-based learning
Abstract:	In this paper we examine how agency is characterised by teachers and students when personalised learning is enacted in the contemporary open classroom. A case study is outlined that identifies teacher reasoning for practice, the use of physical and virtual learning spaces, and student reaction to teacher facilitation of personalised learning. Agency is conceptualised as a multi-faceted set of behavioural, affective and cognitive choices, as realised by both teachers and students, drawing upon the action possibilities of contemporary educational contexts. A model of the mutuality of teacher and student agency is outlined. The model shows how a shared understanding of the affordances of flexible learning spaces and personalised learning interact to both produce teacher and student expectations and perceptions of their own and other's choices and actions. Specific student choices and actions are examined in relation to problem-solving and open access of resources to achieve the task requirements. Implications are noted for teaching and learning in modern school contexts. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In this paper we examine how agency is characterised by teachers and students when personalised learning is enacted in the contemporary open classroom. A case study is outlined that identifies teacher reasoning for practice, the use of physical and virtual learning spaces, and student reaction to teacher facilitation of personalised learning. Agency is conceptualised as a multi-faceted set of behavioural, affective and cognitive choices, as realised by both teachers and students, drawing upon the action possibilities of contemporary educational contexts. A model of the mutuality of teacher and student agency is outlined. The model shows how a shared understanding of the affordances of flexible learning spaces and personalised learning interact to both produce teacher and student expectations and perceptions of their own and other's choices and actions. Specific student choices and actions are examined in relation to problem-solving and open access of resources to achieve the task requirements. Implications are noted for teaching and learning in modern school contexts. [ABSTRACT FROM AUTHOR]
ISSN:	18334105
DOI:	10.1080/18334105.2014.11082020