Personalized Learning for the Post-Mechanical Age

This study describes an approach to learning and teaching that is structured as a project-based context-driven inquiry. The approach is positioned at the interface between knowledge-generation and use, and grounded in a generic notion of responsibility for the future of bodily life. The intention is...

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Bibliographic Details
Published inJournal of curriculum studies Vol. 39; no. 4; pp. 423 - 440
Main Authors Jaros, Milan, Deakin-Crick, Ruth
Format Journal Article
LanguageEnglish
Published Routledge 01.08.2007
Subjects
Competency Based Education
Conventional Instruction
Curriculumentwicklung
Educational Change
Experimental Curriculum
Gesellschaftsbezug
Großbritannien
Hochschule
Information Networks
Innovation
Instructional Innovation
knowledge society
Kompetenzerwerb
Kompetenzorientierung
Learning Strategies
Lebenslanges Lernen
Lehr-Lern-Forschung
Lernen
Lernmethode
Lifelong Learning
Nachhaltigkeit
Schülerzentrierter Unterricht
Science and Society
Sekundarbereich
Student Centered Curriculum
student-centred curriculum
Studie
Sustainable Development
Unterrichtsmethode
Wissensgesellschaft
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Summary:This study describes an approach to learning and teaching that is structured as a project-based context-driven inquiry. The approach is positioned at the interface between knowledge-generation and use, and grounded in a generic notion of responsibility for the future of bodily life. The intention is to move the debate beyond the exhausted language of rigid oppositions between the academic and vocational, the universal and contextual. The purpose is to identify and nurture a personal portfolio of competencies responding to the contemporary material condition of humanity. It is expressed in terms of the student's learning power, a manifold of new assessment criteria and methodological steps constitutive of what a student could achieve having progressed through a given course. This is an approach in which competencies are outcomes supported rather than led by subject knowledge. The course structure combines traditional instruction with innovative project and assessment components and also provides an opportunity for the student to get acquainted with an employment niche. The practical applications of this approach at university and secondary-school levels have led to encouraging results for both staff and learners. (Zusammenfassung vom Verlag übernommen).
ISSN:0022-0272
1366-5839
DOI:10.1080/00220270600988136