Kamakshi Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, Fien Depaepe
pp. 155 - 176, view paper, download
(https://doi.org/10.55612/s-5002-045-007), Google Scholar
Issue N. 45, Summer 2020
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
Cite this article as:
Rajagopal K., Van Schoors R., Vanbecelaere S., de Bie L., Depaepe F.: Designing personalised learning support for K12 education, Interaction Design & Architecture(s) – IxD&A Journal, N.45, -0001, pp. 155–176, DOI: https://doi.org/10.55612/s-5002-045-007