Personalised learning with ICT

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An ongoing research project

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Personalised learning with ICT

  1. 1. Personalised Learning with ICTPersonalised Learning with ICT the vision & the practicethe vision & the practice The learner at the centre of the education system should not be a new education initiative but a philosophy in education.
  2. 2. THE STORY • WHO: the learners & the teacher • WHERE: the school • WHEN: time • WHY: a turning point • WHAT: the action
  3. 3. How can I create a well-structured personalised approach in learning? What and how should I modify my teaching ? My research questionMy research question
  4. 4. Year 1 of research: • Areas needing modification:  Learners’ collaboration techniques  Learners’ assessment for learning  Learners’ & Parents’ communication techniques • Research procedure: Action Research (cycle 1), (learners’ participatory mode: medium to high) • Assessment of the research outcomes: support is needed to sustain personalisation. How about ICT practices?
  5. 5. Year 2 of research • Areas needing modification:  Learners’ collaboration techniques  Learners’ assessment for learning  Learners’ & Parents’ communication techniques • Research procedure: Action Research (cycle 2), (learners’ participatory mode: low to medium) • Assessment of the research outcomes: ICT practices seem to be more than a supportive tool. What exactly can they do?
  6. 6. Year 3 of research • Areas needing modification:  Collaboration techniques  Assessment for learning  Communication techniques • Research procedure: Action Research (cycle 3), (learners’ participatory mode: medium to high) • Assessment of the research outcomes: ICT practices seem to establish future work & life skills. What can we infer about new learning environments?
  7. 7. The perils of personalisation in learning  group work  negotiations, negotiations, negotiations…  keep the learners motivated  noise  naughty learners  How do you persuade the Ls about your innovative teaching plans?  How do you persuade the other Ts, the school heads & the parents about your innovative teaching plans?  what to do when everything goes wrong?
  8. 8. The benefits of personalisation in learning  Group work= motivation, responsibilities, dialectics, solidarity  Homework is more acceptable!  T’s time increases  Learners mature quicker  Formative assessment is more welcome to Ls & parents!  Self-assessment sensitises Ls
  9. 9. References 1/2 • Black, P, Dylan, W (1998): Inside the Black Box, Phi Delta Kappan, Vol 80, No2, October 1998 • Black, P, Harrison, C, Lee, C, Marshall, B & Dylan, W (2004): Working Inside the Black Box: Assessment for Learning in the Classroom, Phi Delta Kappan, Vol 86, No1, September 2004 • Cooney, K (2006): Are you learnin' us today, Miss?, Research Associate Report, Spring 2006, Special series on Personalised Learning, NCSL National College for School Leadership, www.ncsl.org.uk/media/FD4/41/are-you-learnin-us-today-miss.pdf • DfES (Department for Education and Skills) (2006): 2020 Vision, Report of the Teaching and Learning in 2020 Review Group, ref: DfES/04255-2006DOM-EN, www.teachernet.gov.uk/publications • Gilbert, C., August, K., Brooks, R., Hancock, D., Hargreaves, D., Pearce, N., Roberts, J., Rose, Jim. & Wise, D. (2006). 2020 Vision; Report of the Teaching and Learning by 2020 Review Group. Nottingham: DfES publications. • Greenhill, B,, Green, H & Perry, C (2004): Learner voice: How can technology be used to support learners to shape and direct their own curriculum?, Seminar 1, provocation + report, Personalisation seminar series, Futurelab, www.futurelab.org.uk • Wright, S, Lownsbrough, H & Perry, C (2005): Designing learner environments: The virtual and the real – can technology help students shape their learning environment?, Seminar 2, provocation + report, Personalisation seminar series, www.futurelab.org.uk
  10. 10. References 2/2 • Leadbeater, C (2004): Learning about personalisation: how can we put the learner at the heart of the education system?, Innovation-Unit, DfES Publications, ref: DfES/0419/2004, www.demos.co.uk, www.standards.dfes.gov.uk/innovation-unit • Hargreaves, D (2004): Personalising Learning- 2: Student Voice and Assessment for Learning, Secondary Heads’ Association and the Specialist Schools Trust • NCSL National College for School Leadership (2005): Leading Personalised Learning in Schools, NCSL National College for School Leadership, www.ncsl.org.uk/media/1C9/81/leading-personalised-learning- in-schools.pdf • Pulley, H & Jagger (2006): …and the pupil said, NCSL National College for School Leadership, Research Associate Summary Report, Special series on Personalised Learning, Spring 2006, www.ncsl.org.uk/media/892/0F/personalised-learning-and-the-pupil-said-summary.pdf • Thomson, P & Holdsworth, R (2003): Theorizing change in the educational ‘field’: rereadings of ‘student participation’ projects, International Journal of Leadership in Education, 6(4), pp 371-391. • Underwood, J, Baguley,T, Banyard, P, Dillon ,G, Farrington-Flint,L, Hayes ,M, Hick,P, Le Geyt, G, Murphy, J, Selwood, I, & Wright, M (2009): Personalising Learning, Final report, www.becta.org.uk • Underwood, J, Baguley, T, Banyard, P, Coyne, E, Farrington-Flint, L, & Selwood, I (2007): Impact 2007: Personalising learning with technology, Evidence and Research, www.becta.org.uk
  11. 11. Thank you, Evie Benetou

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