Scaffolding that helps with this can be important, can help us access ideas, build deeper connections, be more productive, developer agency within a curriculum, etc.
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On the other hand, we also need to learn to work with what's out there and hasn't been tailored to our needs. That too can be scaffolded - how can we learn to personalise that which is not customised for us.
Part of becoming an effective learner is learning to find ways to personalise things for ourselves, I think. This seems likely to require support and some agency in how we approach learning tasks.
On the other, other hand, having learning personalised for us in the form of an algorithm that follows population-level behavioural patterns seems at odds with most of what I've said here. Reduced agency, reduced contextualisation and less personal relevance.
These are interesting thoughts. I had similar ones in relation to the teacher-centered/ student-centered approach in the sense that the latter is tending too much to the learner and depriving them of the chance to adapt to and benefit from what is on offer (teacher-centered pedagogy)
I don't think anyone should be at the centre because education is relational. I'd like it to be a thoughtful negotiation. But most "student-centred" approaches aren't actually student-centred, in my opinion. And does it make sense for a teacher to choose the student-centred approach?
I like the idea of negotiation, which presupposes some student agency in the process but I do think the student/teacher centered dichotomy can be fluid and shift depending on context, level of study or even stage in a lesson.
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