How can we cater for individual preferences and needs?
PERSONALIZATION: How can we cater for individual preferences and needs?
With the right digital tools;
• Learning can be differentiated more easily, for example, taking into consideration the student’s subject area.
• Students with diverse goals, backgrounds and skills can tailor their learning. Tailored learning can be more meaningful, which can lead to greater engagement and achievement .
• Learners can choose the pace of learning. When the pace of learning is adjusted for each learner, all learners have the necessary time to achieve the learning objectives , .
• Learners can be given more choice. Being given more choice, they take ownership of their learning and develop learning strategies and self-regulated learning habits that are necessary for lifelong learning .
• Learners are able to tap into the online networks and resources relevant for their professional lives .
• Information can be presented in diverse, flexible ways for different learners .
• Teachers and learners can identify or modify existing resources more easily .
• Learners can receive more frequent and immediate feedback in real time (formative, integrative assessment) , .
• Learning gaps that impede progress can be identified and addressed more quickly, special needs diagnosed, and progress accelerated , .
• Teachers can focus their attention on students who are struggling or who are progressing more rapidly than their peers , .
• Students can present their learning results in diverse ways and document their learning .
• Knowledge gained outside formal education can be more easily acknowledged , .
• Digital infrastructure and network capacity have to be sufficient .
• Investments in design and development are needed: digital material creation is expensive, and quality assurance is needed.
• Teacher training in digital environments is necessary to ensure expertise .
• Pedagogical support, study guidance, and increased coordination effort are essential for keeping track of asynchronous activities.
• Students may not assume responsibility; a teacher is required to guide the learning process.
 T. Vander Ark and Getting Smart (2015, Nov. 6).The Shift to Digital Learning: 10 Benefits [Online]. Available: http://www.gettingsmart.com/2015/11/the-shift-to-digital-learning-10-benefits/
 MIT Open Learning. Value of Digital Learning [Online]. Available: https://openlearning.mit.edu/value-digital-learning
 K. Kumpulainen and A. Mikkola, ”Oppiminen ja koulutus digitaalisella aikakaudella,” in M. Kuuskorpi Ed. Digitaalinen oppiminen ja oppimisympäristöt. Tampere, Juvenes Print, 2015, pp. 9–45.
 I. Laakkonen, “Doing what we teach: promoting digital literacies for professional development through personal learning environments and participation,” in J. Jalkanen, E. Jokinen and P. Taalas (Eds.), Voices of pedagogical development – Expanding, enhancing and exploring higher education language learning, Dublin, Research Publishing, 2015, pp. 171–195.