Personalised learning Erasmus Project

Project Title

Personalised learning

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Pedagogy and didactics; ICT – new technologies – digital competences

Project Summary

This project will take a highly structured and responsive approach to every childs and young person’s learning.
The definition of personalised learning we will work with is: any learning experience that is self-initiated and self-directed in pursuit of outcomes that are first personal (e.g., curiosity-based, self-prioritized, etc.) is personalised learning. This includes the identification of potential topics, self-assessment, publishing, connecting with peer sets and experts, and other important components of any authentic learning process.
The end result is, ideally, a learner who is literate in both the content and process of his or her learningpath instead of a ‘one size fits all’ model. Needless to say that we do not start from scratch. Also we are actually going to implement the outcome. Although the process for each partnerschool and country will be personalised, certain factors of the approach will remain consistent. The general aim will be that we secure better personal development and educational progress for all children. We will do this in cooperation and close association with primary schools but with a clear focus on schools for secondary education (12 until 18 years old students).
It’s of great importance that we personalise also school improvement by engaging the staff in the process, through distributing leadership and responsibility and other stakeholders (including governors, parents and children and young people) as part of the learning community.

This project accelerates the development of Personalised Learning. The project can feed on the Dutch national project ‘Leerling2020’ where learning labs on personalised learning are installed. These learninglabs share knowledge on a regular basis and the website and digital platform form the foundation for the accelaration in this project. It also feeds on the experiences of the different partners from Finland, UK, Sweden and Poland.
Ambitious target setting is critical if pupils are to achieve the educational outcome of which they are capable. Every partner will before the start of the project have set those targets with a clear relation to national learning goals. What we also need is rigorous and accurate teacher assessment alongside a variety of teacherprofiles. Where targets are appropriately challenging and teacher assessments are accurate, these become powerfull drives for improvement.

We will have 5 intellectual outputs:
1. Framework Schoolprofile Personalised learning – the Swedish partner is responsible
2. Description of “teacherprofiles” with the focus on personalised learning – the British partner is responsible
3. Description of the learning environment for a succesful execution of personalised learning – the Polish partner is responsible. Important part of this description will be the use of ICT!
4. Curriculum teachertraining academy with the focus on personalised learning – the Finnish partner is responsible
5. Guideline for implementation of personalised learning – the Dutch coordination partner is responsible for this output.

Crucial to personalised learning is the knowledge that the teacher has of a particular pupil or group of pupils. Assessment tools are necessary when an intervention is considered f.i. when a pupil does not progress the way he or she or they should.
Personalised dissemination
In the European context every partner will have a different learning outcome. A different need for change in the local context.
The common goals and outputs we genereate will be dissiminated on local level in every country in a different way. Local learning communities will be formed. For instance with a innercircle and outercircle.
Generally all partners will be focussing on assessment on a day-to-day basis, on a periodic and longer term basis.
This results in:
– Every child knows what they are doing and understands what they need to do to improve and how to get there. They get the support they need to be motivated, independent learners on an ambitious process of improvement.
– Every teacher is equipped to make well-founded judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential.
– Every school has in place structured and systematic assessment systems for making regular, useful, manageble and accurate assessments of pupils, and for tracking their progress.
– Every parent or carer knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers.

EU Grant (Eur)

Funding of the project from EU: 233552,88 Eur

Project Coordinator

GEMEENTE ‘S-HERTOGENBOSCH & Country: NL

Project Partners

• BISHOP GROSSETESTE UNIVERSITY COLLEGE LINCOLN
• Stichting Algemeen Toegankelijk Onderwijs ‘s-Hertogenbosch en omstreken
• Stichting Helicon Opleidingen
• I Spoleczne Liceum Ogolnoksztalcace im Unii Europejskiej w Zamosciu
• Staffangymnasiet RO7
• JYVASKYLAN AMMATTIKORKEAKOULU