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INDIVIDUALIZATION + COLLABORATION = A model for innovation
Katherine Watson Coastline Distance Learning, CA Bizarrissime@gmail.com
Among the most-often cited advantages of twenty-first-century online learning are two qualities
that may at first glance seem contradictory. That is, courses, programs, and learning objectives
dispensed online are touted to be enhanced for better individualization and collaboration,
simultaneously.
Thus, malleable “learning plans”, if not entire curricula, may now be tailored to individual
students’ desires online in ways that were cumbersome, if not impossible, only a decade ago.
Indeed, in the United States and abroad, a movement has developed that promotes programs
such as the Rhode Island (Usa) Individualized Learning Plan (ILP) to permit learners to
customize, to tailor to each individual certain singular educational programs and, additionally, to
strengthen the senses of identity, self, and command.
But in a world that is not only increasingly customized to the individual but is also ever more
connected and internationalized among groups, collaboration has come to be key as well. And
in a rapidly shrinking world, intercultural awareness, understanding, and cooperation are
necessary underpinnings to the sort of collaboration that must define every effective world-wise
society in the twenty-first century. Indeed, as Finkbeiner and Koplin (2002) have noted: “That
we meet this challenge of intercultural education (together) is critical if we are to achieve
peaceful global unity.” Finkbeiner and Koplin (2002), who are based in Kassel, Germany,
propose the notion that culture comprises a kind of behavioral, transactional glue binding
together the members of a human group for subsequent or consequent action, i.e.,
collaboration. And European Union countries have conceived intercultural, international,
collaborative courses of study exploiting multiple media of the sort deemed necessary to
encourage the twenty-first century “understanding (that) is vital for increasing …effective
research and innovation activity”, as the United Nations Educational, Scientific, and Cultural
Organization (Unesco) states (Wells and Zolyan, 2011). Exemplarily, the “Teaching Europe”
European Literacy and Citizenship Education (ELICIT) program aims to unite academics and
experts as well as learners and trainees throughout the European Union in collaborative
courses of study in United Nations Educational Scientific and Cultural Organization (Unesco)-
proposed savoirs (subject-matter knowledge) and compétences ((usually technical)
competencies).
If, as Unesco researchers have claimed, “the laptop is now mightier than the sword”, and if
“vibrant and varied voices” would complement one another in favor of new, sustainable benefits
to be made available to all the world’s peoples, then the seemingly contradictory pushes toward
individualization on the one hand and collaboration on the other must be harmonized. In this
paper, programs that have proven successful in achieving these ends will be examined and
their potential further applicability in innovative curriculum design will be explored.
Individualization: The ILP (individual learning plan)
Rhode Island’s Providence Public Schools Individual Learning Plans (ILPs) typify the programs
being set forth worldwide “to personalize student learning and to contribute to students’
academic, career, and personal/social success” (West and Sutherland, 2007). As West and
Sutherland (2007) cite the Rhode Island mandate, “increased ‘personalization’ of learning for
students” underlies an effort to “help students establish personal goals and develop future
plans…coordinat(ing) activities that help all students plan, monitor, and manage their own
learning as well as meet competencies in the areas of academic, career, and personal/social
development.”
As the name indicates, the Individual Learning Plan aims to give students the self-assurance
and –esteem as well as the intellectual wherewithal to write and then re-write, edit, or hone their
own curricula, almost entirely on their own, and typically with the mediation of electronics. The
assumption is that “planning is important in the world of work, and so we should be helping
students to become better planners.” In this assumption, the “we” in question engages parents,
teachers, counselors, tutors, technology assistants, and/or peer advisers. As Bloom and
Kissane (2011) have noted, it was the American “Education for All Handicapped Children Act
(1975) (that underlay) the plans developed for each student (that were to be) updated annually
by teams of teachers, parents, school administrators, related service personnel, and students.”
Within two decades, programs originally designed in just a few states of the Usa to support the
needs of the needy were broadened to include learners of all ages across the nation, from
kindergarteners through collegians.
In Rhode Island, each educational ILP is made up of a bi-partite curriculum, including an
“Academic Learning Plan” (ALP) alongside an Individual, Physical, Social Success (I-PASS)
program; many Rhode Island schools deliver both ALPs and I-PASSes online. Since “the more
personal learning environment is essential” (West and Sutherland, 2007), “…it is driven by
student needs, interests, and learning styles.” Each ILP must be conceived in accordance with
Rhode Island state standards in English, math, science, world languages, social studies,
technology, the arts, and physical education, as well as in three student-selected electives, an
internship, and a “project”. Thus, although students are relatively free to plan their own
academic programs, they must pass state-designed standardized tests in certain “core
competencies” before they finish secondary school, and they must demonstrate “responsibility,
dependability, punctuality, integrity, and effort…”, as West and Sutherland (2007) point out.
Indeed, these last qualities of the I-PASS bear at least as much, if not more, weight than do
academic attainments in the matter of obtaining a Rhode Island school diploma.
Rhode Island schools’ Academic Learning Plans (ALPs) are highly interactive, calling for
learners not just to lay out their class choices but to reflect upon those choices, too. For
instance, each student must respond in writing to questions such as: “Which courses are you
interested in taking, and why?”, “Do any of these courses require prerequisites (e.g.,
“Electronics” must be taken before “Maintenance and Repair of PCs”)?”, and “How will the
courses you plan to take assist you with career interests?” Notably, the I-PASS “social success”
program dovetails with students’ ALPs, promoting what Baudry (2007) would call certain very
“American cultural traits”, including clear documentation of “process”, encouragement in the acts
of “doing” and “explicitness”, and a positive sense of the social self and how that self integrates
into the greater world.
Collaboration: Teaching Europe programs
For their part, Great Britain, Ireland, Sweden, Finland, Spain, and France have each developed
collaborative study programs, wherein learners form groups diverse in age, socioeconomic
status, educational background, ethnicity, language, and overall culture.
Typical of these programs in collaboration, the European Literacy and Citizenship Education
(ELICIT) “multilateral lifelong learning” project comprises a consortium of sixteen institutions
from eight European Union member states with strong online presences, along with the
Association Européenne de l’Education (AEDE) umbrella institution. The collective goal is to
conceive, develop, manage, implement, evaluate, and then report upon effective,
transdisciplinary courses of study leading to a new “portfolio of the European Citizen” for the
twenty-first century. Courses are designed to “teach Europe”, to educate learners in both the
savoirs (subject-matter knowledge, theory, how to think and do) and compétences (applications,
practicalities) of each area of study, as suggested by the United Nations Educational, Scientific,
and Cultural Organization (Unesco) in reports made in 1995, 2000, 2002, 2005, 2008, and
2011. Realization of the ELICIT goal throughout the European educational network comprises a
principal aim of an umbrella Teaching Europe campaign.
As Harel (2010) has summarized it, the ELICIT project for “teaching Europe” has become
necessary because of the social and economic strains imposed by vast diversity, not only in
Europeans’ languages, cultures, and basic demographics, but in people’s desires and
expectations. Harel (2010) suggests that this impressive diversity leads to a need for a
groundwork, a set of commonalities, a base of both savoirs and compétences that all
Europeans can depend upon, and that this base be called a Portfolio of European citizenship,
where the term portfolio is meant to comprise “a reference framework of competencies”, as well
as a collaborative, interactive database of resources. Notably, just as the aforementioned ILP
encourages explicitness, “doing”, and a product, in the American way, as Baudry (2007) has
written, so do programs such as ELICIT promote underlying implicitness, “being”, and a
collaboratively developed integrated theory, idea, or vision in a typically European manner.
The principal “competencies” said to define European literacy and citizenship fall out of
collaboratively conceived, shared “values and societal vision”, as Harel states. That is, rather
than setting forth individual student learning objectives or causing each learner to devise menu-
like curricula that will meet specific state- or country-mandated demands that have been laid
forth in distinct academic domains, the ELICIT programs are all designed with an overarching,
collaboration-based worldview. Thus, in order to attain effective coopération, inclusion, and
succès, for instance, topics have been selected that can be examined, discussed, and taught
from multiple perspectives; teaching happens across disciplines, becoming therefore
transdisciplinary by definition. For example, one ELICIT topic of study comprises “The euro”:
Basic arithmetic can determine the value of the euro not only in comparison to other currencies
but also within the European Union; students can even argue about how to price a product that
will be sold in eurozone countries as well as elsewhere. And quite naturally, analysis of the euro
can clearly bring in discussions of both micro- and macro-economics, too. Furthermore, the
notion of the euro with respect to national v. super-national identity can be treated, as can
symbols of national and super-national identity of other kinds. The history of money, as well as
the history and development of the euro as a currency, after it was a simple theoretical dream, if
not a megalomaniacal wish of Napoleon III, is clearly part of the euro’s tale, as is the history of
national agreements, politics, and regional power struggles. The ELICIT student who would
tackle the subject of the euro will find historical documents and lively, current, online-delivered
discussion as his resource material, provided by experts in varying academic domains.
Another exemplary ELICIT program calls for development of a concept of “glocalism”, where
this portmanteau word implies the marriage of the global and the local, with the latter generally
comprising an example of something to which students can relate easily and the former
encompassing a much broader, cross-disciplinary view of the thing. In Ireland, the National
Council for Curriculum and Assessment (NCCA) offers examples of transdisciplinary courses
aiming to achieve glocalism; one of these is “Leinster granite”, in which geology and geography,
ecology, history, and chemistry, as well as population movements and methods of human
survival are all treated. “Plate tectonics, the rock cycle, and weathering and erosion” comprises
a preliminary module in the course, which ultimately aims to encourage transdisciplinary thought
and analysis through the use of numerous multiple-perspective modules of the kind proposed
for worldwide educational programs by Unesco and exploited most broadly in the European
Union.
The UNESCO proposition: Savoirs, compétences, & capacités
The United Nations Educational, Scientific, and Cultural Organization (Unesco) has, for its part,
suggested to United Nations member states numerous generalized compétences that it sees
necessary for twenty-first century learners to have attained before they finish their schooling,
whether it be elementary, secondary, or post-secondary. Teachers, too, are expected in the
Unesco plan to be not only capables, well grounded, or “literate”, in their specialized fields and
up-to-date with current research and writings, but also to be technologically literate, that is,
conversant with, if not fully competent in, Tice, or the electronically-based technologies of
information and communication, including online-available educational materials, social media,
and electronic communication techniques. Indeed, Unesco notes, faculty, staff, and students in
twenty-first-century schools must exhibit at least four capacités, or “types of literacy”, with the
technological permitting access to, if not acquisition of, the others.
If they are to be truly effective, claim Unesco researchers, the Individual Learning Plans (ILPs)
of the type used in Rhode Island, Usa, and elsewhere, and the multi-faceted Teaching Europe
programs such as ELICIT must all begin with an ascertainment of technological literacy. And
then, subject-matter curricula can follow.
Thus, art history, English as a Second Language, français langue étrangère, or other
arts/language/culture immersion programs should hope, if not expect, learners to attain cultural
literacy by plunging themselves into alternative mindsets from the beginning of their coursework;
students in mathematics and the sciences must gain a sense of numeracy, or mathematical
literacy; learners in remedial, basic, or fundamentals courses must achieve ordinary, overall
literacy; and, as Unesco has emphasized, so should online-enhanced curricula grow from
technological literacy, which in the best, “future-forward” educational models, will imply and
integrate the rest.
Typical of Unesco-conceived academic syllabi is a program of study in bioethics designed for
medical school and pre-med students. As the bioethics syllabus preface states, “Heretofore,
courses in ethics taught in schools of medicine have typically been organized around certain
specific medical dilemmas, such as the beginning and the end of life. By contrast, the new
Unesco basic course is derived from principles set forth in the Universal Declaration of
Bioethical Rights, comprising a number of modules, each one developing one of those
principles.” (2008:05, translation KAW). That is, the Unesco bioethics syllabus begins with the
question of defining “ethics”, followed by that of defining “bioethics”. The assumption is that the
study of any subject matter will proceed most effectively when learners and teachers all share
and understand the same definitions of terms. Subsequent modules concern: “Human dignity
and the rights of man”; “Beneficial and detrimental effects”, “Autonomy and individual
responsibility”; “Consent”; “Respect for human vulnerability and personal integrity”; “Social
responsibility and health”; “Sharing”; “Protection of future generations”; and “Protection of the
environment, the biosphere, and biodiversity”, among others. Philosophers and legal experts
join scientists and medical doctors in teaching the course and in providing its readings.
Incorporated into many United Nations member nations’ educational curricula, each Unesco
syllabus, such as the bioethics one, is normally integrated into a State-sponsored overview of a
particular subject. In some countries, such as France, a State-conceived, Web-based umbrella
organization was created during the 1990’s to lie behind the theory and then promote practice in
a way that Perrenoud (1995) calls “a construction of competencies comprising the long march of
education” (1995:20). In France, the Web-based Eduscol (https://eduscol.education.fr )
encompasses the French Ministry of Education’s realization of the Unesco proposals, as they
are to be brought to fruition in schools of education or among academics who would execute
them through plans such as the aforementioned multi-country, collaborative ELICIT.
Eduscol features a “portail national”, a State-sponsored online-only portal, for educational
professionals, who are expected in the French system to remain continuously enrolled,
engaged, involved, and in training, both individually and collaboratively. Online-delivered
materials, electronic live chat sessions, audio/video conferencing are all exploited; resources
are suggested to educators according to their geographical and academic bases of operation.
For example, medical professionals throughout the French-speaking world are invited, if not
expected by their employers, to remain connected to Eduscol’s RNRSMS (Réseau national de
ressources médico-sociales) through ListServes or other electronic means. Exemplarily, in late
February, 2013, World Water Day and the International Day for the Elimination of Racial
Discrimination were celebrated simultaneously, with questions of the environment, society,
population, pollution, public health, and ecology all examined and discussed collaboratively from
the individual points of view of chemists, sociologists, biologists, oncologists, population
scientists, geologists, earth scientists, medical doctors, and participants in the international
médecins sans frontières, among others, in a clearly transdisciplinary way.
Individualization, collaboration, and curriculum design in 21st
-century education
As Gogoulou et al. (2007) have pointed out, and as Unesco-promoted programs have
demonstrated, the twenty-first century offers exciting opportunities for designing curricula that
will effectively profit from and execute the defining ideas of both individualization/customization
and collaboration. Moreover, increasingly available electronic communications, particularly in
“social media” such as Twitter, Facebook, YouTube, Instagram, and the like, have rendered
accessible the theories and the practices of diverse experts, without having to attend to
restrictions of time, space, or source.
Gogoulou, et al. have summarized the new twenty-first-century educational model as
comprising “…a movement of the focus from that of teaching to that of learning and from an
individualistic and objectivist view of learning to a social constructivism view” (2007:242), in
which the latter entails active interaction between each individual learner and his environment,
as well as “socially mediated knowledge” achieved most effectively through collaboration.
Clearly, as Gogoulou, et al. state, “Educational environments that attempt to combine
technological learning tools with personalization that caters for individual characteristics and
learning preferences have the potential to radically alter the landscape of learning” (2007: 243).
That is, as has been suggested in Gogoulou et al. and executed in domains as far-flung as the
aforementioned European Union ELICIT and the Chilean Edcamp Santiago
(http://edcampsantiago.wordpress.com/ ), among others, modern electronic technologies,
including social media in particular, can enhance educational results by merging the individual
into the collaborative.
As Warren (2013) suggests, effective educational results—or learning—should be the product of
a diverse curriculum developed with input from numerous perspectives that share a fresh,
creative mindset. That is, curriculum ought to be conceived in collaboration, rather than in
isolation, with colleagues sharing the goal of creating something that learners will like enough to
engage with and thence to apprehend. With respect to this last, it is evident that teachers must
know their learners, how they learn, what they know, and what they want to know. Indeed, as
Duit et al. (2003) have suggested, learners are individuals with thinking minds, each mind to be
respected; they are not simply passive urns to be filled with each instructor’s notion of gold dust.
Tinzmann, et al. (1990) pursue Warren’s notion further, suggesting that “a thinking curriculum”
be developed that “involves interaction of the learner, the materials, the teacher, and the
context,” not just groups of teachers creating curriculum collaboratively among themselves
without any input beyond one another’s minds. The collaborative-learning teacher will become a
learning mediator, in this system, according to Tinzmann et al. (1990), helping students to
connect new information to “older” information that they may already have attained and, notably
for the goal of individualization mixed with collaboration, “helping students to figure out what to
do when they are stumped…to learn how to learn (on their own).”
Tinzmann et al. (1990) offer as a specific example of integrating the individualized into the
collaborative a course in Hawaiian folkloric readings in the Kamehameha Early Education
Program. Called “ETR”, for “Experience-Text-Relationship”, the course offers an initial brief
summary of a text, accompanied by a teacher-led, student-collaborative discussion of
individuals’ experiences with ideas or themes or events that the text relates. Then, the text is
read en groupe, with each class member reading a part aloud and with occasional stops for
discussion, analysis, and prediction of what might happen next. Finally, in the relationship stage
of the course, class participants are invited to relate ideas from the story to their own lives, past,
present, and future. Tinzmann et al. note that, although the ETR may be particularly useful and
effective in cultures with strong oral histories or “talk story” practices such as those of the
Hawaiian Islands, it can prove to be an effective template applicable across the curriculum.
Although the across-the-curriculum applications that have been suggested in the
aforementioned Unesco proposals have tended to the research-oriented transdisciplinary,
actively engaging experts in varying fields of interest to teach a subject matter as it relates to
their particular expertise, the twenty-first-century curriculum that would unite the individualized
to the collaborative would take advantage of a sort of mentor, master of ceremonies, impresario
to ensure that neither practical nor theoretical activities nor participants in them go off the rails;
for instance, the mentor in the Hawaiian ETR is typically a teacher well integrated into both the
underlying theory and the realized culture surrounding the texts being studied.
Conclusions and implications: Innovation
A clear conclusion to be drawn from close readings of various Individual Learning Plans,
particularly those of the Rhode Island schools (cf. RIDE, 2010) alongside curricula that typify the
Teaching Europe system, such as ELICIT and other Unesco-promoted plans, is that, while the
ILP may seem effectively to ascertain subject-matter competency attainment, it remains an
American-style system, as Baudry (2007) might say. That is, the very definition of the ILP
depends upon the “field-independent” individual as a unit; it aims to strengthen self-confidence,
self-directedness, and the sort of rugged individualism that has long defined the
indépendantiste American spirit. By contrast, most Unesco-inspired syllabi exhibit an underlying
“field dependence”, in which questions, ideas, projects, and research are done within a kind of
group-induced mental mosaic, in which the topic gains enhanced significance based on its
subject-matter surroundings as well as its social, political, economic, and cultural contexts.
Notably, field-dependent learners realize quickly that, if they are to collaborate, they must attain
multifarious new literacies in areas with which they may not yet be familiar, and they find
transdisciplinary input to be most helpful.
It seems evident that a significant implication to United States educators of analyzing programs
of individualization/customization alongside the notions of collaboration is that the commonly-
held notion of a single literacy must be broadened, if the sort of innovation is to transpire that
Pieterse (2007), among others, has foreseen for the future, in which “the pendulum (is) swinging
from unfettered market forces to growing state coordination, …an era of growing development
pluralism, cooperation”. As has been suggested in Unesco documents, at least four intertwined,
pluralistic capacités, or literacies, should underlie curriculum development, including “ordinary”
literacy, or alphabétisme; mathematical literacy, or numeracy; cultural literacy; and technological
literacy. Indeed, as Unesco suggests, all of these literacies must be seen to have a bearing on
all subject matters. Furthermore, as State Library of Iowa (Usa) documents suggest, the
commonly-held belief that any/all literacy rests solely within the bailiwick of librarians or teachers
in remediation has to change. As access to information becomes faster and easier, and as
technological innovation permits greater/easier access to ideational innovation, so must the
techniques of evaluation and exploitation of that information be accelerated. Free information
acquisition is becoming, as Perrenoud (1995) suggests, a “right” of the modern, multiculturally
aware citizen.
As Wells and Zolyan (2011) state in their summary of “Challenges of Globalization and Inter-
Culturalisation in Higher Education”, “a policy of incorporating a multicultural approach across
academic curricula” comprises not mere political correctness; rather, it amounts to an exigency.
Indeed, recently suggested changes to the rythme scolaire (literally, “school rhythm”, or
educational progress) in France give evidence of the sorts of social concerns that might well lie
beneath the worries of how to set forth what for academic study anywhere in the modern world.
L’Express magazine’s Chevrolet (2013) has noted that “schools tend to house the canaries in
the coalmine, where social tensions, if not crises, can first be seen.” Furthermore, Chevrolet
continues, “a proper education in the twenty-first century must take place in concert;
government officials, school administrators, teachers, students, and engaged business leaders
must all have a hand in the planning…” And in a century when the technological means exist to
permit us at once to retain our individual, idiosyncratic learning styles and to share our ideas
collaboratively across what used to be boundaries imposed by time or space, age or sex or
social status, individualization must be married with collaboration for effective innovation to
transpire.
REFERENCES
Baudry, P. (2007). Français et Américains: L’autre rive. Paris: Village Mondial.
Bloom, T. and Kissane, E. (2011). Individual learning plans: improving student performance. .
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West, D. and Sutherland, S. (2007). Individual Learning Plans Program Guide. Hope High
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http://www.curriculumonline.ie/en/Post-
Primary_Curriculum/Senior_Cycle_Curriculum/Leaving_Certificate_Established/Geography/Geo
graphy_Guidelines/Sample_Lesson_Plans/
Perrenoud, P. (1995). Des savoirs aux compétences: De quoi parle-t-on en parlant de
compétences? Pédagogie collégiale vol. 9, no.1, October, pp. 20-24.
Pieterse, J. N. (2007). Twenty-first century globalization. Routledge. Retrieved
http://www.jannederveenpieterse.com/pdf/Twenty-First%20Century%20Globalization.pdf
Rhode Island Department of Education. (2010). High school reform. Retrieved
http://www.ride.ri.gov/highschoolreform/DOCS/2010/Annotated%20ILP%20Examples.pdf
State Library of Iowa. (2009). Sample information literacy curriculum framework. Retrieved
http://www.statelibraryofiowa.org/ld/q-s/school-librarians/reqandsupp/sample/view
Tinzmann, M. B., Jones, B. F., Fennimore, T., Bakker, J., Fine, C., and Pierce, J. (1990). What
is the collaborative classroom? Oak Brook: North Central Regional Educational Library.
Retrieved http://www.uni-koeln.de/hf/konstrukt/didaktik/koopunterricht/The%20Collaborative
%20Classroom.htm
Warren, A. (2013). Ten creative ways to teach English. The Guardian, 14 February. Retrieved
http://edcampsantiago.wordpress.com/2013/02/22/ten-creative-ways-to-teach-english/?goback=
%2Egde_2525043_member_216627402
Wells, P. J. and Zolyan, S. (2011). Higher linguistic education from the perspective of reforms:
New approaches, prospects, and challenges. European Centre for Higher Education. United
Nations Educational Scientific, and Cultural Organization. Retrieved
http://unesdoc.unesco.org/images/0021/002147/214731e.pdf
West, D. and Sutherland, S. (2007). Individual Learning Plans Program Guide. Hope High
School, Providence Public High Schools. Retrieved
http://www.aypf.org/documents/PPSD_Advisory_Toolkit.pdf

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  • 1. INDIVIDUALIZATION + COLLABORATION = A model for innovation Katherine Watson Coastline Distance Learning, CA Bizarrissime@gmail.com Among the most-often cited advantages of twenty-first-century online learning are two qualities that may at first glance seem contradictory. That is, courses, programs, and learning objectives dispensed online are touted to be enhanced for better individualization and collaboration, simultaneously. Thus, malleable “learning plans”, if not entire curricula, may now be tailored to individual students’ desires online in ways that were cumbersome, if not impossible, only a decade ago. Indeed, in the United States and abroad, a movement has developed that promotes programs such as the Rhode Island (Usa) Individualized Learning Plan (ILP) to permit learners to customize, to tailor to each individual certain singular educational programs and, additionally, to strengthen the senses of identity, self, and command. But in a world that is not only increasingly customized to the individual but is also ever more connected and internationalized among groups, collaboration has come to be key as well. And in a rapidly shrinking world, intercultural awareness, understanding, and cooperation are necessary underpinnings to the sort of collaboration that must define every effective world-wise society in the twenty-first century. Indeed, as Finkbeiner and Koplin (2002) have noted: “That we meet this challenge of intercultural education (together) is critical if we are to achieve peaceful global unity.” Finkbeiner and Koplin (2002), who are based in Kassel, Germany, propose the notion that culture comprises a kind of behavioral, transactional glue binding together the members of a human group for subsequent or consequent action, i.e., collaboration. And European Union countries have conceived intercultural, international, collaborative courses of study exploiting multiple media of the sort deemed necessary to encourage the twenty-first century “understanding (that) is vital for increasing …effective research and innovation activity”, as the United Nations Educational, Scientific, and Cultural Organization (Unesco) states (Wells and Zolyan, 2011). Exemplarily, the “Teaching Europe” European Literacy and Citizenship Education (ELICIT) program aims to unite academics and experts as well as learners and trainees throughout the European Union in collaborative courses of study in United Nations Educational Scientific and Cultural Organization (Unesco)- proposed savoirs (subject-matter knowledge) and compétences ((usually technical) competencies). If, as Unesco researchers have claimed, “the laptop is now mightier than the sword”, and if “vibrant and varied voices” would complement one another in favor of new, sustainable benefits to be made available to all the world’s peoples, then the seemingly contradictory pushes toward individualization on the one hand and collaboration on the other must be harmonized. In this paper, programs that have proven successful in achieving these ends will be examined and their potential further applicability in innovative curriculum design will be explored. Individualization: The ILP (individual learning plan)
  • 2. Rhode Island’s Providence Public Schools Individual Learning Plans (ILPs) typify the programs being set forth worldwide “to personalize student learning and to contribute to students’ academic, career, and personal/social success” (West and Sutherland, 2007). As West and Sutherland (2007) cite the Rhode Island mandate, “increased ‘personalization’ of learning for students” underlies an effort to “help students establish personal goals and develop future plans…coordinat(ing) activities that help all students plan, monitor, and manage their own learning as well as meet competencies in the areas of academic, career, and personal/social development.” As the name indicates, the Individual Learning Plan aims to give students the self-assurance and –esteem as well as the intellectual wherewithal to write and then re-write, edit, or hone their own curricula, almost entirely on their own, and typically with the mediation of electronics. The assumption is that “planning is important in the world of work, and so we should be helping students to become better planners.” In this assumption, the “we” in question engages parents, teachers, counselors, tutors, technology assistants, and/or peer advisers. As Bloom and Kissane (2011) have noted, it was the American “Education for All Handicapped Children Act (1975) (that underlay) the plans developed for each student (that were to be) updated annually by teams of teachers, parents, school administrators, related service personnel, and students.” Within two decades, programs originally designed in just a few states of the Usa to support the needs of the needy were broadened to include learners of all ages across the nation, from kindergarteners through collegians. In Rhode Island, each educational ILP is made up of a bi-partite curriculum, including an “Academic Learning Plan” (ALP) alongside an Individual, Physical, Social Success (I-PASS) program; many Rhode Island schools deliver both ALPs and I-PASSes online. Since “the more personal learning environment is essential” (West and Sutherland, 2007), “…it is driven by student needs, interests, and learning styles.” Each ILP must be conceived in accordance with Rhode Island state standards in English, math, science, world languages, social studies, technology, the arts, and physical education, as well as in three student-selected electives, an internship, and a “project”. Thus, although students are relatively free to plan their own academic programs, they must pass state-designed standardized tests in certain “core competencies” before they finish secondary school, and they must demonstrate “responsibility, dependability, punctuality, integrity, and effort…”, as West and Sutherland (2007) point out. Indeed, these last qualities of the I-PASS bear at least as much, if not more, weight than do academic attainments in the matter of obtaining a Rhode Island school diploma. Rhode Island schools’ Academic Learning Plans (ALPs) are highly interactive, calling for learners not just to lay out their class choices but to reflect upon those choices, too. For instance, each student must respond in writing to questions such as: “Which courses are you interested in taking, and why?”, “Do any of these courses require prerequisites (e.g., “Electronics” must be taken before “Maintenance and Repair of PCs”)?”, and “How will the courses you plan to take assist you with career interests?” Notably, the I-PASS “social success” program dovetails with students’ ALPs, promoting what Baudry (2007) would call certain very “American cultural traits”, including clear documentation of “process”, encouragement in the acts
  • 3. of “doing” and “explicitness”, and a positive sense of the social self and how that self integrates into the greater world. Collaboration: Teaching Europe programs For their part, Great Britain, Ireland, Sweden, Finland, Spain, and France have each developed collaborative study programs, wherein learners form groups diverse in age, socioeconomic status, educational background, ethnicity, language, and overall culture. Typical of these programs in collaboration, the European Literacy and Citizenship Education (ELICIT) “multilateral lifelong learning” project comprises a consortium of sixteen institutions from eight European Union member states with strong online presences, along with the Association Européenne de l’Education (AEDE) umbrella institution. The collective goal is to conceive, develop, manage, implement, evaluate, and then report upon effective, transdisciplinary courses of study leading to a new “portfolio of the European Citizen” for the twenty-first century. Courses are designed to “teach Europe”, to educate learners in both the savoirs (subject-matter knowledge, theory, how to think and do) and compétences (applications, practicalities) of each area of study, as suggested by the United Nations Educational, Scientific, and Cultural Organization (Unesco) in reports made in 1995, 2000, 2002, 2005, 2008, and 2011. Realization of the ELICIT goal throughout the European educational network comprises a principal aim of an umbrella Teaching Europe campaign. As Harel (2010) has summarized it, the ELICIT project for “teaching Europe” has become necessary because of the social and economic strains imposed by vast diversity, not only in Europeans’ languages, cultures, and basic demographics, but in people’s desires and expectations. Harel (2010) suggests that this impressive diversity leads to a need for a groundwork, a set of commonalities, a base of both savoirs and compétences that all Europeans can depend upon, and that this base be called a Portfolio of European citizenship, where the term portfolio is meant to comprise “a reference framework of competencies”, as well as a collaborative, interactive database of resources. Notably, just as the aforementioned ILP encourages explicitness, “doing”, and a product, in the American way, as Baudry (2007) has written, so do programs such as ELICIT promote underlying implicitness, “being”, and a collaboratively developed integrated theory, idea, or vision in a typically European manner. The principal “competencies” said to define European literacy and citizenship fall out of collaboratively conceived, shared “values and societal vision”, as Harel states. That is, rather than setting forth individual student learning objectives or causing each learner to devise menu- like curricula that will meet specific state- or country-mandated demands that have been laid forth in distinct academic domains, the ELICIT programs are all designed with an overarching, collaboration-based worldview. Thus, in order to attain effective coopération, inclusion, and succès, for instance, topics have been selected that can be examined, discussed, and taught from multiple perspectives; teaching happens across disciplines, becoming therefore transdisciplinary by definition. For example, one ELICIT topic of study comprises “The euro”: Basic arithmetic can determine the value of the euro not only in comparison to other currencies but also within the European Union; students can even argue about how to price a product that will be sold in eurozone countries as well as elsewhere. And quite naturally, analysis of the euro
  • 4. can clearly bring in discussions of both micro- and macro-economics, too. Furthermore, the notion of the euro with respect to national v. super-national identity can be treated, as can symbols of national and super-national identity of other kinds. The history of money, as well as the history and development of the euro as a currency, after it was a simple theoretical dream, if not a megalomaniacal wish of Napoleon III, is clearly part of the euro’s tale, as is the history of national agreements, politics, and regional power struggles. The ELICIT student who would tackle the subject of the euro will find historical documents and lively, current, online-delivered discussion as his resource material, provided by experts in varying academic domains. Another exemplary ELICIT program calls for development of a concept of “glocalism”, where this portmanteau word implies the marriage of the global and the local, with the latter generally comprising an example of something to which students can relate easily and the former encompassing a much broader, cross-disciplinary view of the thing. In Ireland, the National Council for Curriculum and Assessment (NCCA) offers examples of transdisciplinary courses aiming to achieve glocalism; one of these is “Leinster granite”, in which geology and geography, ecology, history, and chemistry, as well as population movements and methods of human survival are all treated. “Plate tectonics, the rock cycle, and weathering and erosion” comprises a preliminary module in the course, which ultimately aims to encourage transdisciplinary thought and analysis through the use of numerous multiple-perspective modules of the kind proposed for worldwide educational programs by Unesco and exploited most broadly in the European Union. The UNESCO proposition: Savoirs, compétences, & capacités The United Nations Educational, Scientific, and Cultural Organization (Unesco) has, for its part, suggested to United Nations member states numerous generalized compétences that it sees necessary for twenty-first century learners to have attained before they finish their schooling, whether it be elementary, secondary, or post-secondary. Teachers, too, are expected in the Unesco plan to be not only capables, well grounded, or “literate”, in their specialized fields and up-to-date with current research and writings, but also to be technologically literate, that is, conversant with, if not fully competent in, Tice, or the electronically-based technologies of information and communication, including online-available educational materials, social media, and electronic communication techniques. Indeed, Unesco notes, faculty, staff, and students in twenty-first-century schools must exhibit at least four capacités, or “types of literacy”, with the technological permitting access to, if not acquisition of, the others. If they are to be truly effective, claim Unesco researchers, the Individual Learning Plans (ILPs) of the type used in Rhode Island, Usa, and elsewhere, and the multi-faceted Teaching Europe programs such as ELICIT must all begin with an ascertainment of technological literacy. And then, subject-matter curricula can follow. Thus, art history, English as a Second Language, français langue étrangère, or other arts/language/culture immersion programs should hope, if not expect, learners to attain cultural literacy by plunging themselves into alternative mindsets from the beginning of their coursework; students in mathematics and the sciences must gain a sense of numeracy, or mathematical literacy; learners in remedial, basic, or fundamentals courses must achieve ordinary, overall
  • 5. literacy; and, as Unesco has emphasized, so should online-enhanced curricula grow from technological literacy, which in the best, “future-forward” educational models, will imply and integrate the rest. Typical of Unesco-conceived academic syllabi is a program of study in bioethics designed for medical school and pre-med students. As the bioethics syllabus preface states, “Heretofore, courses in ethics taught in schools of medicine have typically been organized around certain specific medical dilemmas, such as the beginning and the end of life. By contrast, the new Unesco basic course is derived from principles set forth in the Universal Declaration of Bioethical Rights, comprising a number of modules, each one developing one of those principles.” (2008:05, translation KAW). That is, the Unesco bioethics syllabus begins with the question of defining “ethics”, followed by that of defining “bioethics”. The assumption is that the study of any subject matter will proceed most effectively when learners and teachers all share and understand the same definitions of terms. Subsequent modules concern: “Human dignity and the rights of man”; “Beneficial and detrimental effects”, “Autonomy and individual responsibility”; “Consent”; “Respect for human vulnerability and personal integrity”; “Social responsibility and health”; “Sharing”; “Protection of future generations”; and “Protection of the environment, the biosphere, and biodiversity”, among others. Philosophers and legal experts join scientists and medical doctors in teaching the course and in providing its readings. Incorporated into many United Nations member nations’ educational curricula, each Unesco syllabus, such as the bioethics one, is normally integrated into a State-sponsored overview of a particular subject. In some countries, such as France, a State-conceived, Web-based umbrella organization was created during the 1990’s to lie behind the theory and then promote practice in a way that Perrenoud (1995) calls “a construction of competencies comprising the long march of education” (1995:20). In France, the Web-based Eduscol (https://eduscol.education.fr ) encompasses the French Ministry of Education’s realization of the Unesco proposals, as they are to be brought to fruition in schools of education or among academics who would execute them through plans such as the aforementioned multi-country, collaborative ELICIT. Eduscol features a “portail national”, a State-sponsored online-only portal, for educational professionals, who are expected in the French system to remain continuously enrolled, engaged, involved, and in training, both individually and collaboratively. Online-delivered materials, electronic live chat sessions, audio/video conferencing are all exploited; resources are suggested to educators according to their geographical and academic bases of operation. For example, medical professionals throughout the French-speaking world are invited, if not expected by their employers, to remain connected to Eduscol’s RNRSMS (Réseau national de ressources médico-sociales) through ListServes or other electronic means. Exemplarily, in late February, 2013, World Water Day and the International Day for the Elimination of Racial Discrimination were celebrated simultaneously, with questions of the environment, society, population, pollution, public health, and ecology all examined and discussed collaboratively from the individual points of view of chemists, sociologists, biologists, oncologists, population scientists, geologists, earth scientists, medical doctors, and participants in the international médecins sans frontières, among others, in a clearly transdisciplinary way. Individualization, collaboration, and curriculum design in 21st -century education
  • 6. As Gogoulou et al. (2007) have pointed out, and as Unesco-promoted programs have demonstrated, the twenty-first century offers exciting opportunities for designing curricula that will effectively profit from and execute the defining ideas of both individualization/customization and collaboration. Moreover, increasingly available electronic communications, particularly in “social media” such as Twitter, Facebook, YouTube, Instagram, and the like, have rendered accessible the theories and the practices of diverse experts, without having to attend to restrictions of time, space, or source. Gogoulou, et al. have summarized the new twenty-first-century educational model as comprising “…a movement of the focus from that of teaching to that of learning and from an individualistic and objectivist view of learning to a social constructivism view” (2007:242), in which the latter entails active interaction between each individual learner and his environment, as well as “socially mediated knowledge” achieved most effectively through collaboration. Clearly, as Gogoulou, et al. state, “Educational environments that attempt to combine technological learning tools with personalization that caters for individual characteristics and learning preferences have the potential to radically alter the landscape of learning” (2007: 243). That is, as has been suggested in Gogoulou et al. and executed in domains as far-flung as the aforementioned European Union ELICIT and the Chilean Edcamp Santiago (http://edcampsantiago.wordpress.com/ ), among others, modern electronic technologies, including social media in particular, can enhance educational results by merging the individual into the collaborative. As Warren (2013) suggests, effective educational results—or learning—should be the product of a diverse curriculum developed with input from numerous perspectives that share a fresh, creative mindset. That is, curriculum ought to be conceived in collaboration, rather than in isolation, with colleagues sharing the goal of creating something that learners will like enough to engage with and thence to apprehend. With respect to this last, it is evident that teachers must know their learners, how they learn, what they know, and what they want to know. Indeed, as Duit et al. (2003) have suggested, learners are individuals with thinking minds, each mind to be respected; they are not simply passive urns to be filled with each instructor’s notion of gold dust. Tinzmann, et al. (1990) pursue Warren’s notion further, suggesting that “a thinking curriculum” be developed that “involves interaction of the learner, the materials, the teacher, and the context,” not just groups of teachers creating curriculum collaboratively among themselves without any input beyond one another’s minds. The collaborative-learning teacher will become a learning mediator, in this system, according to Tinzmann et al. (1990), helping students to connect new information to “older” information that they may already have attained and, notably for the goal of individualization mixed with collaboration, “helping students to figure out what to do when they are stumped…to learn how to learn (on their own).” Tinzmann et al. (1990) offer as a specific example of integrating the individualized into the collaborative a course in Hawaiian folkloric readings in the Kamehameha Early Education Program. Called “ETR”, for “Experience-Text-Relationship”, the course offers an initial brief summary of a text, accompanied by a teacher-led, student-collaborative discussion of individuals’ experiences with ideas or themes or events that the text relates. Then, the text is
  • 7. read en groupe, with each class member reading a part aloud and with occasional stops for discussion, analysis, and prediction of what might happen next. Finally, in the relationship stage of the course, class participants are invited to relate ideas from the story to their own lives, past, present, and future. Tinzmann et al. note that, although the ETR may be particularly useful and effective in cultures with strong oral histories or “talk story” practices such as those of the Hawaiian Islands, it can prove to be an effective template applicable across the curriculum. Although the across-the-curriculum applications that have been suggested in the aforementioned Unesco proposals have tended to the research-oriented transdisciplinary, actively engaging experts in varying fields of interest to teach a subject matter as it relates to their particular expertise, the twenty-first-century curriculum that would unite the individualized to the collaborative would take advantage of a sort of mentor, master of ceremonies, impresario to ensure that neither practical nor theoretical activities nor participants in them go off the rails; for instance, the mentor in the Hawaiian ETR is typically a teacher well integrated into both the underlying theory and the realized culture surrounding the texts being studied. Conclusions and implications: Innovation A clear conclusion to be drawn from close readings of various Individual Learning Plans, particularly those of the Rhode Island schools (cf. RIDE, 2010) alongside curricula that typify the Teaching Europe system, such as ELICIT and other Unesco-promoted plans, is that, while the ILP may seem effectively to ascertain subject-matter competency attainment, it remains an American-style system, as Baudry (2007) might say. That is, the very definition of the ILP depends upon the “field-independent” individual as a unit; it aims to strengthen self-confidence, self-directedness, and the sort of rugged individualism that has long defined the indépendantiste American spirit. By contrast, most Unesco-inspired syllabi exhibit an underlying “field dependence”, in which questions, ideas, projects, and research are done within a kind of group-induced mental mosaic, in which the topic gains enhanced significance based on its subject-matter surroundings as well as its social, political, economic, and cultural contexts. Notably, field-dependent learners realize quickly that, if they are to collaborate, they must attain multifarious new literacies in areas with which they may not yet be familiar, and they find transdisciplinary input to be most helpful. It seems evident that a significant implication to United States educators of analyzing programs of individualization/customization alongside the notions of collaboration is that the commonly- held notion of a single literacy must be broadened, if the sort of innovation is to transpire that Pieterse (2007), among others, has foreseen for the future, in which “the pendulum (is) swinging from unfettered market forces to growing state coordination, …an era of growing development pluralism, cooperation”. As has been suggested in Unesco documents, at least four intertwined, pluralistic capacités, or literacies, should underlie curriculum development, including “ordinary” literacy, or alphabétisme; mathematical literacy, or numeracy; cultural literacy; and technological literacy. Indeed, as Unesco suggests, all of these literacies must be seen to have a bearing on all subject matters. Furthermore, as State Library of Iowa (Usa) documents suggest, the commonly-held belief that any/all literacy rests solely within the bailiwick of librarians or teachers in remediation has to change. As access to information becomes faster and easier, and as technological innovation permits greater/easier access to ideational innovation, so must the
  • 8. techniques of evaluation and exploitation of that information be accelerated. Free information acquisition is becoming, as Perrenoud (1995) suggests, a “right” of the modern, multiculturally aware citizen. As Wells and Zolyan (2011) state in their summary of “Challenges of Globalization and Inter- Culturalisation in Higher Education”, “a policy of incorporating a multicultural approach across academic curricula” comprises not mere political correctness; rather, it amounts to an exigency. Indeed, recently suggested changes to the rythme scolaire (literally, “school rhythm”, or educational progress) in France give evidence of the sorts of social concerns that might well lie beneath the worries of how to set forth what for academic study anywhere in the modern world. L’Express magazine’s Chevrolet (2013) has noted that “schools tend to house the canaries in the coalmine, where social tensions, if not crises, can first be seen.” Furthermore, Chevrolet continues, “a proper education in the twenty-first century must take place in concert; government officials, school administrators, teachers, students, and engaged business leaders must all have a hand in the planning…” And in a century when the technological means exist to permit us at once to retain our individual, idiosyncratic learning styles and to share our ideas collaboratively across what used to be boundaries imposed by time or space, age or sex or social status, individualization must be married with collaboration for effective innovation to transpire. REFERENCES Baudry, P. (2007). Français et Américains: L’autre rive. Paris: Village Mondial. Bloom, T. and Kissane, E. (2011). Individual learning plans: improving student performance. . Retrieved http://www.mnschoolcounselors.org/Resources/Individual%20Learning %20Plans_Industry%20Report_053012.pdf Chevrolet, P. M. (2013). Peillon prend un gros risque en maltraitant les profs. L’Express. Retrieved http://www.lexpress.fr/actualite/politique/peillon-prend-un-gros-risque-en-maltraitant- les-profs_1224593.html Duit, R., Treagust, D. (2003). Conceptual change: A powerful learning framework for improving science teaching and learning. International Journal of Science Education, vol. 25, no. 6, 671- 688. Finkbeiner, C. and Koplin, C. (2002). A cooperative approach for facilitating intercultural education. Reading Online 6 (3). Retrieved http://www.readingonline.org/newliteracies/finkbeiner/ Gogoulou, A., Gouli, E., Grigoriadou, M., Samarakou, M., and Chinou, D. (2007). A Web- based educational setting supporting individualized learning, collaborative learning, and assessment. Educational Technology and Society. Retrieved http://www.ifets.info/journals/10_4/21.pdf
  • 9. Harel, M. (2010). ELICIT European literacy and education, public part. Retrieved http://www.elicitizen.eu/wp-content/uploads/2012/04/2010_3825_PR_ELICIT_pub.pdf National Center for Curriculum and Assessment (2011). Curriculum online. Retrieved http://www.curriculumonline.ie/en/Post- Primary_Curriculum/Senior_Cycle_Curriculum/Leaving_Certificate_Established/Geography/Geo graphy_Guidelines/Sample_Lesson_Plans/ Perrenoud, P. (1995). Des savoirs aux compétences: De quoi parle-t-on en parlant de compétences? Pédagogie collégiale vol. 9, no.1, October, pp. 20-24. Pieterse, J. N. (2007). Twenty-first century globalization. Routledge. Retrieved http://www.jannederveenpieterse.com/pdf/Twenty-First%20Century%20Globalization.pdf Rhode Island Department of Education. (2010). High school reform. Retrieved http://www.ride.ri.gov/highschoolreform/DOCS/2010/Annotated%20ILP%20Examples.pdf State Library of Iowa. (2009). Sample information literacy curriculum framework. Retrieved http://www.statelibraryofiowa.org/ld/q-s/school-librarians/reqandsupp/sample/view Tinzmann, M. B., Jones, B. F., Fennimore, T., Bakker, J., Fine, C., and Pierce, J. (1990). What is the collaborative classroom? Oak Brook: North Central Regional Educational Library. Retrieved http://www.uni-koeln.de/hf/konstrukt/didaktik/koopunterricht/The%20Collaborative %20Classroom.htm Warren, A. (2013). Ten creative ways to teach English. The Guardian, 14 February. Retrieved http://edcampsantiago.wordpress.com/2013/02/22/ten-creative-ways-to-teach-english/?goback= %2Egde_2525043_member_216627402 Wells, P. J. and Zolyan, S. (2011). Higher linguistic education from the perspective of reforms: New approaches, prospects, and challenges. European Centre for Higher Education. United Nations Educational Scientific, and Cultural Organization. Retrieved http://unesdoc.unesco.org/images/0021/002147/214731e.pdf West, D. and Sutherland, S. (2007). Individual Learning Plans Program Guide. Hope High School, Providence Public High Schools. Retrieved http://www.aypf.org/documents/PPSD_Advisory_Toolkit.pdf
  • 10. Harel, M. (2010). ELICIT European literacy and education, public part. Retrieved http://www.elicitizen.eu/wp-content/uploads/2012/04/2010_3825_PR_ELICIT_pub.pdf National Center for Curriculum and Assessment (2011). Curriculum online. Retrieved http://www.curriculumonline.ie/en/Post- Primary_Curriculum/Senior_Cycle_Curriculum/Leaving_Certificate_Established/Geography/Geo graphy_Guidelines/Sample_Lesson_Plans/ Perrenoud, P. (1995). Des savoirs aux compétences: De quoi parle-t-on en parlant de compétences? Pédagogie collégiale vol. 9, no.1, October, pp. 20-24. Pieterse, J. N. (2007). Twenty-first century globalization. Routledge. Retrieved http://www.jannederveenpieterse.com/pdf/Twenty-First%20Century%20Globalization.pdf Rhode Island Department of Education. (2010). High school reform. Retrieved http://www.ride.ri.gov/highschoolreform/DOCS/2010/Annotated%20ILP%20Examples.pdf State Library of Iowa. (2009). Sample information literacy curriculum framework. Retrieved http://www.statelibraryofiowa.org/ld/q-s/school-librarians/reqandsupp/sample/view Tinzmann, M. B., Jones, B. F., Fennimore, T., Bakker, J., Fine, C., and Pierce, J. (1990). What is the collaborative classroom? Oak Brook: North Central Regional Educational Library. Retrieved http://www.uni-koeln.de/hf/konstrukt/didaktik/koopunterricht/The%20Collaborative %20Classroom.htm Warren, A. (2013). Ten creative ways to teach English. The Guardian, 14 February. Retrieved http://edcampsantiago.wordpress.com/2013/02/22/ten-creative-ways-to-teach-english/?goback= %2Egde_2525043_member_216627402 Wells, P. J. and Zolyan, S. (2011). Higher linguistic education from the perspective of reforms: New approaches, prospects, and challenges. European Centre for Higher Education. United Nations Educational Scientific, and Cultural Organization. Retrieved http://unesdoc.unesco.org/images/0021/002147/214731e.pdf West, D. and Sutherland, S. (2007). Individual Learning Plans Program Guide. Hope High School, Providence Public High Schools. Retrieved http://www.aypf.org/documents/PPSD_Advisory_Toolkit.pdf