Kamakshi Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, Fien Depaepe
pp. 155 – 176, download
(https://doi.org/10.55612/s-5002-045-007)
Abstract
Digital personalised learning is on the agenda in national educational policy programmes across the world. In Flanders, (Belgium), it is the central goal of the i-Learn programme. One of the educational challenges of this form of learning is to develop pupils with a sense of ownership over their learning. As part of the i-Learn programme, a user-friendly portal is being developed to give pupils and teachers in primary and secondary schools in Flanders access to tools supporting personalized learning. Using educational design research [1], this article presents the first iterative loop in the design of the i-Learn portal. This study gives insight into teacher perceptions on the design of a portal supporting personalised learning, the design conjectures of the i-Learn portal and an evaluation framework for the pilot phase on teacher and learner control, motivation and psychological ownership.
Keywords: personalized learning, educational design research, design conjectures