Yes.
The best educators focus on personalizing learning to maximize positive learning experiences. Personalizing learning can improve memory, support curiosity and creativity, and strengthen comprehension, among other things; this is recognized from homeschools to alternative schools to mainstream learning environments. For example, a recent review of the science of learning and development reported the emerging consensus that “…children have individual needs and trajectories that require differentiated instruction and supports to enable optimal growth incompetence, confidence, and motivation.” (Darling-Hammond et al. 2020) However, many different, and some questionable practices are being included by some people under the general terms of personalized learning.
As any parent of multiple children knows, facilitating personalized learning can be a challenge; this is true in schools as well as in families. Implementing an effective personalized curriculum and adapting it in real-time requires skill and sensitivity to the child in all their complexity. It also requires an awareness of what can be achieved when, how and by whom. Attempts to personalize learning have resulted in inconsistent results, varying with the quality and context of implementation. Implementation challenges may hinder the best intentions of teachers. Limits to understanding people challenge even the most advanced adaptive computer programs. And the costs and challenges of training teachers, changing learning infrastructure, and developing curricula may result in social inequity.
Yes, humans are very important.
Why? Let’s think through personal experience and what studies have found.
Do you remember a teacher that really changed your life? Most of us have been lucky enough to have had one or two of them. One of the characteristics of those teachers is that we knew they cared for us. And many of us have experienced a caring teacher understanding who we are beyond and often in spite of our test results or measurable behavior. In Zulu culture, an apparently traditional greeting is “sawubona” which means, “I see you.” Some people say it implies seeing another person for who they are. I like that. As a father and teacher, I know that trying to recognize a person for who they really are is important. I try to recognize not only the nuanced capacity and talents of the person, but also their unique being and potential. No computer can do this.
Studies have found that human facilitators provide essential emotional and social support. Humans customize learning experiences in ways that technology alone cannot do. For example, research has verified that emotions affect learning, and computer programs arguably are not great yet at recognizing and understanding human emotions. Studies have found that facilitators can encourage and develop critical thinking and problem-solving in ways that technology cannot do alone. Researchers have found that teachers can provide uniquely valuable assessments and feedback.
Are computer programs bad for learning? No, I think they can be helpful as supplements to human-facilitated learning, and that this changes somewhat with development. I personally believe that young children early in development do not need computers for their personalized learning. I believe that humans and interactions with humans provide the ways that young people need to learn. For the best personalized learning, a skilled teacher is irreplaceable. As a child develops, as their brain develops and their experiences deepen, leading them to more abstract, theoretical, and systems-based thinking, then computers become increasingly valuable tools for learning, ideally in combination with really skilled human facilitators.
Example:
15-year-old Grace was frustrated by Khan Academy and sought out humans to help her with math. She, like many students I have known, found connecting with humans to be very helpful in many ways, including some nuanced ways that she couldn’t explain. She just liked working with people.
Everything we learn is personalized. We personalize it. The question is really, “How can personalized learning be facilitated in a group?” The answer is two-fold. First, people can be provided with materials, resources, and freedom to learn at their own pace while around other people. Actually, other people can effectively be part of a rich learning environment. For example, a person may become interested in dinosaurs from something another person says, then ask questions to learn more. Relatively small, mixed-aged groups are excellent for personalized learning as they provide opportunities for learning from others and for learning through explaining and demonstrating. The second way that personalized learning can be facilitated in a group is that a teacher has enough time and opportunity for one-on-one interactions with each student; this happens easily in a small group of children intent on learning. Students can learn to be patient, attentive, and thoughtful while other students are engaged in discussions with the teacher, and small groups give everybody more turns. One-on-one interactions can also happen at times when other students are occupied with other activities. For example, at Volo we plan to schedule conferences between students and their mentors at least once per week, so that each student has dedicated one-on-one time with a learning facilitator. A key to personalized learning with groups is to value and respect each group member, which accompanies valuing different speeds and types of progress. No standardized tests here. If you think personalized learning in a mixed age group outside is hard, just consider that it is nearly impossible for some people in a class of 30 plus people grouped by age and expected to learn all the same things at basically the same rate.
Example
An 11-year-old girl learned math quickly when she asked questions of the facilitator. They took some time to practice math while others in the group were busy with another activity. A curious 7-year-old boy looked over their shoulders, soaking it in.
The best personalized learning I can think of involves facilitators thoughtfully including the interests of the child and including the child in choices about learning plans, goals, activities, assessments, etc. Learning environments that allow choice are important for curiosity, creativity, and emotional well-being. At the same time, other people are important for helping children expand the scope of questions, interests, and possibilities. Other people can facilitate learning in ways that include direct instruction. More experienced people are important for the developing learner.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for Educational Practice of the Science of Learning and Development. Applied Developmental Science, 24(2), 97-140. doi:10.1080/10888691.2018.1537791