Personalisation through technology enhanced learning Gráinne Conole, The Open University, UK E-Portfolio conference City University, 24/06/09 Blog: www.e4innovation.com Websites: ouldi.open.ac.uk olnet.org In memory of Prof. Robin Mason
Reflections on what personalisation means in a technology-enhanced context
Snapshot of current perspectives on: technology trends, the nature of content, and the students of tomorrow
A framework for personalisation mapped against some case study examples
Pedagogical models for rethinking design
Questions on future perspectives
To endow with personal or individual qualities of characteristics
To design or produce (something) to meet someone’s individual requirements
The changing context…
E-portfolios and reflective practice
The VLE is dead!
Everything is free!
The VLE/LMS is dead!
Education for free: CCK08 & discourse ltc.umanitoba.ca/blogs/futurecourse/
Did we change the world? No. Not yet. But we (and I mean all course participants, not just Stephen and I) managed to explore what is possible online. People self-organized in their preferred spaces. They etched away at the hallowed plaque of “what it means to be an expert”. They learned in transparent environments, and in the process, became teachers to others. Those that observed (or lurked as is the more common term), hopefully found value in the course as well. Perhaps life circumstances, personal schedule, motivation for participating, confidence, familiarity with the online environment, or numerous other factors, impacted their ability to contribute. While we can’t “measure them” the way I’ve tried to do with blog and moodle participants, their continued subscription to The Daily and the comments encountered in F2F conferences suggest they also found some value in the course.
From PLE to PDE… What does your Personal Digital Environment consist of? What does it say about you? What do you do (types of activity)? How do you do it (what tools do you use)? Where do you do it (locations and contexts)?
My Personal Digital Learning Environment Information Writing (Word) Finding (Google) Blogging (Wordpress) Presenting (Powerpoint) Recording (Audacity) Communication Writing (Email) Talking (Mobile & skype) Texting (SMS & twitter) Learning (Audio conferencing) Presenting (Video conferencing) Hardware: Laptop, iphone, ipod, portable hard disk, camera, flip video camera Learning, research, work Where: Dining room table, hot desking space, hotel rooms, airport lounges
Shift from information to communication Co-evolution of tools and practice Conole, forthcoming in Lee and McLoughan Function Pre 2005 Now.. Text/Data Word, Excel Google docs Presentation Powerpoint Slideshare, podcasts, YouTube Finding info Google Google+, RSS feeds Managing info Bibliographic tools, repositories, e-journals Social bookmarking, blogs, wikis Personal management Microsoft exchange Shared calenders & to do lists Communication Email, forums, chat Skype, elluminate, social networking Visualisation Mindmaps Compendium, mind42, cohere
Changing technologies Ubiquitous & networked Context and location aware Mobile technologies Cloud computing
Learning in the Cloud Sclater, N. (2009) Clouds are a large pool of easily usable and accessible virtualized resources (such as hardware, development platforms and/or services). These resources can be dynamically re-configured to adjust to a variable load (scale), allowing also for an optimum resource utilization. This pool of resources is typically exploited by a pay-per-use model in which guarantees are offered by the Infrastructure Provider by means of customized SLAs. Coming soon Google wave
Changing content Trend towards free content, tools & services Rise of Open Educational Resource Movement Need for new tools to find &use Still fundamental barriers to sharing & reuse
Task orientated, experiential, cummulative
Attitudes and approaches
group orientated, experiential, able to multi-task, just in time mindset, comfortable with multiple representations
Disconnect between student & institutional approaches
Caution re: net gen claims, importance of taking account of student differences
Do seem to be age related changes taking place and these are strongly linked to social networking and the use of a range of new
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, PI roject
Personalised and mobile
Individualised Personal Learning Environment
Synchronised information across devices
Location and context aware
New learning spaces
Combining the affordances of new technologies with good pedagogy
Taking account of context, location and time
SKG: Learning Spaces project, Australia
Web 2.0 practices
Location aware technologies
Adaptation & customisation
Second life/ immersive worlds
Badges , World of warcraft
User generated content
Blogging, peer critique
From individual to social
Contextualised and situated
Open Educational Resources
Intersections Personalised Situative Social Experiential Reflective Adaptive Contextual Networked Immersive Collective Furniture Equipment Light Layout Noise Properties of learning spaces Characteristics of good pedagogy Affordances of new technologies
7 dimensions of Personal Learning
Development of key skills
Improvement of student learner skills
Encourage learning through motivation
Learning environments for collaborative learning
New models of assessment
Technology as personal, cognitive and social tools
Teachers are key
1. Key skills
Students taught to use conceptual and factual knowledge in purposeful activities in authentic environments
WISE project – ( SecondReiff Aachen School of Architecture) Authentic real-time modeling environment in Second Life for Architecture students
Ancient Spaces – (British Columbia) students move in a virtual world, to get new insight into the subject matter (Ancient Spaces)
2. Learner skills
Improvement of student learner skills
Personal Inquiry Project – development of inquiry-based learning skills for students to enhanced their understanding of Science
Mundo des estrellas – young people in hospitals, interactive gaming, life swapping and sharing of experience
Encourage learning through building motivation
Multiple delivery channels and media: Content on iTunes, podcasts and YouTube videos as alternatives to text, student generated content
Notschool – virtual home schooling for disaffected children
Designing new learning environments for collaborative learning
Curriculum mapping Guidance & support Evidence & demonstration Communication & interaction Information & experience Thinking & reflection
Curriculum mapping Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA
Guidelines for curriculum design
Comparing between courses
Deconstruction of existing learning activities
Checklist of good practice
Students increasingly digital – demands on institutions?
Students and teachers - personalised environment of tools vs. institutional tools?
What new forms of blended learning spaces are needed?
How do we support new approaches to design and delivery of courses to make more effective use of technologies and lead to an enhance student learning experience?
How do we take account of a digital divide that is ever narrower but deeper?
What new digital literacy skills will learners and teachers need ?
What new pedagogical models are needed to marry the affordances of personalisation with the best affordances of technologies?
How do we account for blurring boundaries (real/virtual, formal/informal, etc)?
Conole, G., De Laat, M., Dillon, T. and Darby, J. (2008), ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology’, Computers and Education, Volume 50, Issue 2, February 2008, Pages 511-524.
Conole, G. (submitted), Personalisation through technology-enhanced learning, in J. O’Donaghue (ed), Technology Supported Environment for Personalised Learning: Methods and Case Studies, IGI Publications.
Conole, G. (forthcoming), Stepping over the edge: the implications of new technologies for education in M. Lee and C. McLouglin (forthcoming), Web 2.0-based e-learning: applying social informatics for tertiary teaching, Hersey, PA: ICI Global.
Johnson, L., Levine, A., & Smith, R. (2009), The 2009 Horizon Report. Austin, Texas: The New Media Consortium.
Iiyoshi, T. and Kumar, M.S.V. (2008) (Eds), Opening up education – the collective advancement of education through open technology, open content and open knowledge, MIT Press: Cambridge, Massachuetts, available online at http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11309&mode=toc , last accessed 5/2/09.
NSF (2008), Fostering learning in the networked world: learning opportunity and challenge. A 21st Century agenda for the National Science Foundation, report of the NSF task force on cyberlearning, available online at http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf08204, last accessed 8/2/09.
Sclater, N. (2009), Elearning in the Cloud, 'International Journal of Virtual and Personal Learning Environments', IGI Publishing (forthcoming)