ABSTRACT
Government education policy in England, initially defined in a report by the Department for Education and Skills (DfES), and later described within an implementation plan from the government agency for e-strategy, highlighted the need for schools and local authorities to focus on effective implementation of certain specific learning and teaching practices. These practices included the personalisation of learning, the harnessing of technologies to enhance learning opportunity and effectiveness, eliciting and integration of student voice, and the widening of home access and support. The learning platform (LP) has the potential to provide such an architecture for learning, allowing pupils, teachers, and parents to all be involved in appropriate forms of awareness, encouragement, and support. While forms of practice that are involved in using this architecture are at early stages, it is clear that this opens up a wider research agenda for deeper and longer-term study.
