Designing personalised learning support for K12 education: learner control, motivation and psychological ownership

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.