eLearning Papers • www.elearningpapers.eu • 1 Nº 9 • July 2008 • ISSN 1887-1542 Self-Regulated Personalized Learning (SRPL): Developing iClass’s pedagogical model Aharon Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid Ben-Gurion University in the Negev Summary This article reviews the development process of the pedagogical vision and model of iClass, 1 a self- regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results. The iClass model has been developed as a direct response and corrective to the changing needs of both educators and students in this postmodern/ digital era. In today’s global economy and labor market scenario, iClass emphasizes the importance of personalized learning to reach Europe’s educational goals (as stated in the Lisbon’s Objective of 2000), as well as for personal well-being. Among the basic questions confronting the development of iClass, the model we present underscores the importance of issues such as the decline of rational, strategic and mindful thought processes by insisting on the need for developing self-regulated reflective learners who are able to make informed choices and plan their learning process according to their own needs, interests and preferences. By developing adequate tracking, profiling and matching capabilities, ICT can materialize the dream of several generations of educators and thinkers. In this paper we argue that the development of a system geared towards the personalization of learning must be accompanied by the development of a set of pedagogical methodologies on three levels. However, since the realization of the SRPL goals in European schools depends to a large extent on the usability of the pedagogical methodologies, the major effort for future development based on SRPL will have to focus on refining and further operationalizing them based on the evaluation of pilot experiments with teachers in schools. Keywords: SRPL, learning platform, personalised learning, reflective learners 1 Introduction The eclectic postmodern reality, reinforced by the digital revolution, presents educators and organizations with a host of serious challenges and questions. Today’s education and pedagogical modeling must take into account the radical changes that have occurred in virtually every aspect of life. The iClass pedagogical model is developed as a direct response and corrective to the changing needs of both educators and students in this postmodern/digital era. Among the basic questions confronting the development of the iClass model concern the ways in which pedagogical modeling can tackle the decline of rational, strategic and mindful thought processes, the ability to strategically deal with and organize escalating amounts of information, and the recovery of a sense of self and well-being. The iClass model underscores the importance of these issues by insisting on the need for developing self-regulated reflective learners who are able to make informed choices, thoughtfully and strategically direct and plan their own learning as well as tailor the learning process according to their own needs, interests and preferences. 1 iClass (Intelligent Distributed Cognitive-based Open Learning System for Schools) is an integrated project funded under the 6th Framework Program of the European Commission (Directorate-General Information Society); see http://www.iclass.info for more information.