In sum, the project strives for the following objectives. After 2 years, 1) we have a shared vocabulary regarding self-regulated learning, we know the main principles, and have the material to design experiments. Moreover, each participant has increased insight into its own self-regulatory skills. 2) we have well documented good practices concerning differentiation that show how it leads to more PSL. 3) we have a wide set of examples of how to organise flexible learning trajectories within the Flemish legaslitive context. 4) we have an overview of pedagogical interventions that realises PSL for all students, as well as insight into how self-regulatory skills may diminish social inequalities in education. 5) we have concrete examples and recommendations concerning the use of digital technologies with the aim of supporting each learner’s PSL. Each participant views technology as an accessible and favorite means towards PSL.
The current project originated in the recent transition towards more personalised and social learning (PSL) within GO! schools. PSL represents the ambition to create powerful learning spaces that support learners to gradually develop the necessary knowledge, competences and attitudes to regulate their own and others’ learning within more autonomous learning climates. Against this background, we looked for innovative solutions bridging the gap between other-directed and autonomous learning. With the necessary support, each learner could freely move on the continuum between less/more autonomous learning. Learners can be supported by for instance powerful learning environments, the use of scaffolds, coaching and differentiating teachers, self-regulated learning, digital tools, etc. However, these competences to be able to cope with increasing levels of autonomy don’t develop automatically. Yet, those self-regulated learning skills are crucial to engage in life long learning and to take ownership of your own learning. Self-regulation doesn’t develop in isolation. Others are crucial. Hence, personalised and self-directed learning don’t imply more individualisation. As a matter of fact, the contrary is true.