Evaluating Personal Ecolography surveying to help personalize learning

Abstract

Personalized learning is increasingly being adopted across North America. Grounded in multiple intelligence theory, holistic learning theory, whole-child development theory, and other domains, personalized learning requires, first, that educators perceive their students as unique individuals and discover, through inquiry, how their students are unique. Following this inquiry, educators modify or adapt their pedagogical approach to better support individual students’ learning in service of curriculum goals or individual aspirations. The Principal Investigator of this paper–a career educator–has created a suite of three Personal Ecolography survey instruments to help educators deepen awareness of students’ learning backgrounds and subsequently better personalize learning. The research herein is based on a questionnaire eliciting feedback from educators about the perceived value and efficacy of the instruments. Results confirm a favourable response and recommendations for future use.