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Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
Conole Eportfolio 24 June
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Conole Eportfolio 24 June

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  • Our learning systems are increasingly accessible from mobile devices, allowing students for example, to: find out administrative details such as where the tutorial they’re about to attend is read small chunks of course content on the train take a quiz to test their knowledge while on holiday We believe that in the next few years most students will possess a device like this – and many will want to learn using them.
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    • 1. 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
    • 2. Technology-enhanced personalisation <ul><li>Reflections on what personalisation means in a technology-enhanced context </li></ul><ul><li>Snapshot of current perspectives on: technology trends, the nature of content, and the students of tomorrow </li></ul><ul><li>A framework for personalisation mapped against some case study examples </li></ul><ul><li>Pedagogical models for rethinking design </li></ul><ul><li>Questions on future perspectives </li></ul>
    • 3. A definition <ul><li>Personalisation: </li></ul><ul><ul><li>To endow with personal or individual qualities of characteristics </li></ul></ul><ul><ul><li>To design or produce (something) to meet someone’s individual requirements </li></ul></ul>
    • 4. The changing context… <ul><li>Three examples: </li></ul><ul><ul><li>E-portfolios and reflective practice </li></ul></ul><ul><ul><li>The VLE is dead! </li></ul></ul><ul><ul><li>Everything is free! </li></ul></ul>
    • 5. Reflective practice
    • 6. The VLE/LMS is dead!
    • 7.  
    • 8. Education for free: CCK08 & discourse ltc.umanitoba.ca/blogs/futurecourse/
    • 9. 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.
    • 10. 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)?
    • 11. 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
    • 12. 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
    • 13. Changing technologies Ubiquitous & networked Context and location aware Mobile technologies Cloud computing
    • 14. 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
    • 15. Virtual learning
    • 16. 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
    • 17. Changing students <ul><li>Technologically immersed </li></ul><ul><li>Learning processes </li></ul><ul><ul><li>Task orientated, experiential, cummulative </li></ul></ul><ul><li>Attitudes and approaches </li></ul><ul><ul><li>group orientated, experiential, able to multi-task, just in time mindset, comfortable with multiple representations </li></ul></ul><ul><li>Disconnect between student & institutional approaches </li></ul><ul><li>Caution re: net gen claims, importance of taking account of student differences </li></ul><ul><li>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 </li></ul>Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, PI roject
    • 18. Personalised and mobile <ul><li>Individualised Personal Learning Environment </li></ul><ul><li>Synchronised information across devices </li></ul><ul><li>Location and context aware </li></ul>
    • 19. New learning spaces <ul><li>Combining the affordances of new technologies with good pedagogy </li></ul><ul><li>Taking account of context, location and time </li></ul>SKG: Learning Spaces project, Australia
    • 20. Converging practices <ul><li>Modern technologies </li></ul><ul><li>Modern pedagogy </li></ul><ul><li>Web 2.0 practices </li></ul><ul><li>Location aware technologies </li></ul><ul><li>Adaptation & customisation </li></ul><ul><li>Second life/ immersive worlds </li></ul><ul><li>Google it! </li></ul><ul><li>Badges , World of warcraft </li></ul><ul><li>User generated content </li></ul><ul><li>Blogging, peer critique </li></ul><ul><li>Cloud computing </li></ul><ul><li>From individual to social </li></ul><ul><li>Contextualised and situated </li></ul><ul><li>Personalised learning </li></ul><ul><li>Experiential learning </li></ul><ul><li>Inquiry learning </li></ul><ul><li>Peer learning </li></ul><ul><li>Open Educational Resources </li></ul><ul><li>Reflection </li></ul><ul><li>Distributed cognition </li></ul>
    • 21. 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
    • 22. 7 dimensions of Personal Learning <ul><li>Development of key skills </li></ul><ul><li>Improvement of student learner skills </li></ul><ul><li>Encourage learning through motivation </li></ul><ul><li>Learning environments for collaborative learning </li></ul><ul><li>New models of assessment </li></ul><ul><li>Technology as personal, cognitive and social tools </li></ul><ul><li>Teachers are key </li></ul>Järvelä (2006)
    • 23. 1. Key skills <ul><li>Students taught to use conceptual and factual knowledge in purposeful activities in authentic environments </li></ul><ul><li>WISE project – ( SecondReiff Aachen School of Architecture) Authentic real-time modeling environment in Second Life for Architecture students </li></ul><ul><li>Ancient Spaces – (British Columbia) students move in a virtual world, to get new insight into the subject matter (Ancient Spaces) </li></ul><ul><li>Focus </li></ul><ul><li>Examples </li></ul>
    • 24. 2. Learner skills <ul><li>Improvement of student learner skills </li></ul><ul><li>Personal Inquiry Project – development of inquiry-based learning skills for students to enhanced their understanding of Science </li></ul><ul><li>Mundo des estrellas – young people in hospitals, interactive gaming, life swapping and sharing of experience </li></ul><ul><li>Focus </li></ul><ul><li>Projects </li></ul>
    • 25. 3. Motivation <ul><li>Encourage learning through building motivation </li></ul><ul><li>Multiple delivery channels and media: Content on iTunes, podcasts and YouTube videos as alternatives to text, student generated content </li></ul><ul><li>Notschool – virtual home schooling for disaffected children </li></ul><ul><li>Focus </li></ul><ul><li>Examples </li></ul>
    • 26. 4.Collaboration <ul><li>Designing new learning environments for collaborative learning </li></ul><ul><li>CSCL pedagogical patterns – Jigsaw, ArgueGraph, Concept Grid script </li></ul><ul><li>LeMill – teacher sharing and collaboration, social tagging of resources </li></ul><ul><li>Wlker’s Wikinomics – collaborative co-construction of understanding of Economics </li></ul><ul><li>Focus </li></ul><ul><li>Examples </li></ul>
    • 27. 5. Assessment <ul><li>Devising new models of assessment </li></ul><ul><li>REAP project – distillation of good practice in assessment into a set of guiding principles </li></ul><ul><li>Utilization of technologies to support diagnostic, formative and summative assessment, as well as peer assessment </li></ul><ul><li>Focus </li></ul><ul><li>Example </li></ul>
    • 28. 6. Appropriation <ul><li>The use of technology as a personal, cognitive and social tool </li></ul><ul><li>SCHOME – a rich multimedia environment, focus is gifted students, an open pedagogy approach </li></ul><ul><li>Pebblepad: e-Portfolio, a “Personal Learning System” </li></ul><ul><li>Focus </li></ul><ul><li>Examples </li></ul>
    • 29. 7. Support <ul><li>Remembering that teachers are key </li></ul><ul><li>OU Learning Design Initiative – range of tools, methods and approaches to support the learning design process </li></ul><ul><li>Olnet – global network to support researchers and users of Open Educational Resources </li></ul><ul><li>Focus </li></ul><ul><li>Example </li></ul>
    • 30. Pedagogies of the future <ul><li>Context, shift from: </li></ul><ul><ul><li>Individual to social; </li></ul></ul><ul><ul><li>Information to experience </li></ul></ul><ul><ul><li>Generic to contextual </li></ul></ul><ul><ul><li>Web 1.0 to Web 2.0 practices </li></ul></ul><ul><li>Three examples: </li></ul><ul><ul><li>Task timeline </li></ul></ul><ul><ul><li>Pedagogy profile </li></ul></ul><ul><ul><li>Curriculum map </li></ul></ul>
    • 31. Task timeline view
    • 32. Pedagogy profile Conole, 2008 in Lockyer et al. Block 1 Block 2 Block 3 Total Block 1 5 3 4 1 0 0 4 Block 2 6 3 3 3 3 2 4 Block 3 6 3 3 3 4 3 4 Total 17 9 10 7 7 5 12
    • 33. En rumbo OU Spanish Course PM
    • 34. Curriculum mapping Guidance & support Evidence & demonstration Communication & interaction Information & experience Thinking & reflection
    • 35. 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
    • 36. Value? <ul><li>Guidelines for curriculum design </li></ul><ul><li>Comparing between courses </li></ul><ul><li>Deconstruction of existing learning activities </li></ul><ul><li>Checklist of good practice </li></ul><ul><li>Reflective evaluation </li></ul>GC
    • 37. Final thoughts <ul><li>Students increasingly digital – demands on institutions? </li></ul><ul><li>Students and teachers - personalised environment of tools vs. institutional tools? </li></ul><ul><li>What new forms of blended learning spaces are needed? </li></ul><ul><li>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? </li></ul><ul><li>How do we take account of a digital divide that is ever narrower but deeper? </li></ul><ul><li>What new digital literacy skills will learners and teachers need ? </li></ul><ul><li>What new pedagogical models are needed to marry the affordances of personalisation with the best affordances of technologies? </li></ul><ul><li>How do we account for blurring boundaries (real/virtual, formal/informal, etc)? </li></ul>
    • 38. References <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Johnson, L., Levine, A., & Smith, R. (2009), The 2009 Horizon Report. Austin, Texas: The New Media Consortium. </li></ul>
    • 39. References <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Sclater, N. (2009), Elearning in the Cloud, 'International Journal of Virtual and Personal Learning Environments', IGI Publishing (forthcoming) </li></ul>

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