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Foundations for Reinventing the Global Education System: Personalized Learning Supported Through Universal Design for Learning

Foundations for Reinventing the Global Education System: Personalized Learning Supported Through Universal Design for Learning

Ling Zhang, James D. Basham, K. Alisa Lowrey
Copyright: © 2020 |Pages: 18
ISBN13: 9781522597759|ISBN10: 1522597751|ISBN13 Softcover: 9781522597766|EISBN13: 9781522597773
DOI: 10.4018/978-1-5225-9775-9.ch008
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MLA

Zhang, Ling, et al. "Foundations for Reinventing the Global Education System: Personalized Learning Supported Through Universal Design for Learning." Challenges and Opportunities in Global Approaches to Education, edited by Theresa D. Neimann and Uta M. Stelson, IGI Global, 2020, pp. 146-163. https://doi.org/10.4018/978-1-5225-9775-9.ch008

APA

Zhang, L., Basham, J. D., & Lowrey, K. A. (2020). Foundations for Reinventing the Global Education System: Personalized Learning Supported Through Universal Design for Learning. In T. Neimann & U. Stelson (Eds.), Challenges and Opportunities in Global Approaches to Education (pp. 146-163). IGI Global. https://doi.org/10.4018/978-1-5225-9775-9.ch008

Chicago

Zhang, Ling, James D. Basham, and K. Alisa Lowrey. "Foundations for Reinventing the Global Education System: Personalized Learning Supported Through Universal Design for Learning." In Challenges and Opportunities in Global Approaches to Education, edited by Theresa D. Neimann and Uta M. Stelson, 146-163. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9775-9.ch008

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Abstract

Most contemporary education systems around the world have been following the one-size-fits-all instructional model that is designed to meet the needs of the “average” learners. As many countries are striving to reform education, a new education system that emphasizes and encourages personalization in learning is needed. This chapter argues that a shift is needed from standardizing education to supporting learner variability in personalized learning (PL) environments designed according to Universal Design for Learning (UDL). To contextualize the perspective, the authors introduce the concepts of PL, UDL, and the global educational context in which they are taken from. Taking a pragmatist perspective, they highlight how these concepts can be investigated using design-based research to extend and promote radical growth in the educational system. This chapter concludes with implications for research, policy, and practices for supporting the design and implementation of PL based on UDL.

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