Abstract
This chapter explores our own experiences as a means of exploring the tensions and constraints that arise when educators seek to foster (their own developing visions of) personalised learning in their pedagogical practices, within the contexts of degree-granting university courses. In telling those stories and reflecting on those experiences, we live the history of e-mediated learning, and reflect on the tendency towards programmed learning. Finally, we draw on the Productive Pedagogies (Mills et al. 2009) framework to analyse dimensions and issues important to a productive framing of this tension between personalised and programmed approaches to learning.
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Garrick, B., Pendergast, D., Geelan, D. (2017). Personalised or Programmed? Current Practices of University Systems. In: Theorising Personalised Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2700-0_6
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