Page 36 - Looking_after_school

Looking after school: a critical analysis of personalisation in education

pate both socially and economically in society, for the entire duration of
their lives.” (Vlaamse Regering, 2016, pp. 65, 79, trans.)

In the context of educational innovation, we should also refer to the
rapid rise and spread of FabLabs (short for fabrication laboratory),
learning and design labs, creative labs, learning parks, and sustain-
able manufacturing environments. These new entities place a strong
emphasis on the cooperation between the business world (with its
entrepreneurs), education, science, and technology, as well as the
development of creative potentials and (social, cultural, economic)
entrepreneurship. All of this is deeply interwoven with the fabric of
lifelong learning, starting from an early age to a continuous and life-
long realisation. The Creative Laboratory FabLab+ of the municipal
schools of Antwerp, for instance, presents itself as a “creative work-
place for creative people”. With support of Flanders Make, FabLab
Genk organises workshops for children ages 10 to 14 in order to spark
their enthusiasm in STEM-education. Another example is the Dutch
FabLab BeNeLux which says that their work is not about the transmis-
sion of knowledge, but about the confrontation of problems, in which
learning amounts to making something creative. In other words: this is
a plea for a creative, trans-disciplinary learning environment in which
learning and working, experimentation and fabrication, creativity, and
entrepreneurship, study, and impact, are closely intertwined.

From the perspective of an innovative economy, the concern with the
learner and the development of personalised learning paths are conse-
quences of the emphasis on personal creative abilities. These abilities
are crucial for continuous innovation, which is considered necessary
for both the economy and for society at large. Addressing and develop-
ing creative abilities implies learning environments that acknowledge
diversity and spark enthusiasm. Learning environments with person-
alised learning paths and with a focus on entrepreneurship and soci-
etal impact also do away with (academic) boredom.

Technology adapted to the learner - a
technological perspective
The next perspective that plays a part in the growing attention for the
‘learner’ is rooted in the opportunities provided by new technology.

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