Abstract:
Processes to personalise learning include the development of student Personalised Learning Plans (PLPs) through negotiation with teachers and curricular tasks that invite students to customise learning pathways. However, there has been relatively limited research on their impact, or factors that influence this impact. In this paper we aimed to:(1) identify teachers' perceptions of enablers, constraints, and learning outcomes in the digitisation of Individual Learning Plans/Personal Development Plans(2) identify how agency is characterised and enacted by teachers and students when personalised learning is employed in open learning spaces (3) identify implications for future teaching and learning practices. MethodologyQualitative data were gathered from interviews with the teachers and the school leadership team, weekly observations of the programming class over the ten-week period, analysis of digital tools and artefacts and a survey of students to determine their preferred strategic networks and opinions. The data were analysed using a Critical Discourse framework to analyse teacher and student interviews and factor analysis of quantitative scales for the Personalised Learning Environment Questionnaire (PLEQ) to extract key themes. FindingsThe digitising of personal learning and curricular tasks had both enabling and constraining effects on teacher practice, communication of student learning, the process of personalising learning and enactment of agency. While teacher workload was reduced, the personalised learning plan process initially tended to narrow the student learning focus, and constrained feedback to parents and students to reductive forms. Significant ongoing challenges for teachers in negotiation and enactment of personalised learning with students were identified. Agency was identified, as a mutuality of reflexive choices. Both teachers and students monitored one another's level of investment and reacted accordingly. While changes in teacher practices varied in the case studies, the teachers generally perceived that personalising learning entailed challenging new professional learning. Educational SignificanceBoth studies have implications for future teacher preparation programs and teacher professional learning in regard to personalising learning and student agency, but also provide valuable insights into effective practices in this area.