Conole Skg Forum


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Conole Skg Forum

  1. 1. + Personal Learning Environments: interface between physical & virtual spaces Blog: Gráinne Conole, The Open University, UK SKG First Forum La Trobe University, 28/05/09
  2. 2. Grimscote, Northamptonshire UK, February 2009
  3. 3. + Overarching questions  What is personalisation?  What is the relationship between Government rhetoric and actual practice?  How can technologies support personalisation?  What is the relationship between technologies, physical and virtual spaces and pedagogy?
  4. 4. + Personalisation: Definition  To endow with personal or individual qualities of characteristics  To design or produce (something) to meet someone’s individual requirements
  5. 5. + Origins and quotes  Hopkins  Reaction against traditional education: limitations of space, constraints of the curriculum, lack of innovation  Challenge “To connect the possibility of truly personalised pedagogy with the promise of more flexible, responsive, and transparent systems of organisation”  Miliband  Excellence and equity; flexibility with accountability and a personal focus  Leadbeater  Learners actively engaged in setting their own targets, devising their own learning plans and choosing from a range of ways to learn  Järvelä  “How could the collaborative process in personalised learning be regulated in order to favour the emergence of these types of interactions? How can technology be designed to enhance personalised learning environments in ways that increase the possibilities that such rich interactions occur?” OECD, 2006
  6. 6. + From PLE to PDE… What does your Personal Digital Environment consist of? 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)? What does it say about you?
  7. 7. + My Personal Digital Learning Environment Learning, research, work 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 Where: Dining room table, hot desking space, hotel rooms, airport lounges
  8. 8. Function Pre 2005 Now.. Text/Data Word, Excel Google docs Presentation Powerpoint Slideshare, Shift from information to podcasts, YouTube communication Finding info Google Google+, RSS feeds Managing info Bibliographic tools, Social repositories, e- bookmarking, journals blogs, wikis Personal Co-evolution of tools and management Microsoft exchange practice Shared calenders & to do lists Communication Email, forums, chat Skype, elluminate, social networking Visualisation Mindmaps Compendium, mind42, cohere Conole, forthcoming in Lee and McLoughan
  9. 9. + Convergence What are the characteristics of new technologies? What are the characteristics of good pedagogy? Can you map one to the other?
  10. 10. + Converging practices Modern technologies Modern pedagogy  Web 2.0 practices  From individual to social  Location aware technologies  Contextualised and situated  Adaptation &customisation  Personalisedlearning  Second life/immersive worlds  Experiential learning  Google it!  Inquiry learning  Badges, World of warcraft  Peer learning  User generated content  Open Educational Resources  Blogging, peer critique  Reflection  Cloud computing  Distributed cognition
  11. 11. + Intersections Furniture Equipment Light Layout Properties of Noise learning spaces Affordances of new Characteristics of technologies good pedagogy Adaptive Personalised Contextual Situative Networked Social Immersive Experiential Collective Reflective
  12. 12. + Buzz words What words do you associated with the concept of personalisation?
  13. 13. + Policy rhetoric buzz words  Niche  Individual  Ownership  Learner centered  Creative  Adaptive  Community  Flexible  Evolving  Self improving  Empowerment  Empowering  Individualism  Equitable  Inclusive  Adaptable
  14. 14. + Questions  How is personalisation instantiated in Australian policy rhetoric?  How does this translate into funding support and educational initiatives?  Is there evidence of a change in practice (general and/or specifically because of educational interventions?)
  15. 15. + Learner entitlement framework Personalised learning which reflects learners’ interests, preferred approaches, abilities and choices, and tailored access to materials and content BECTA, UK
  16. 16. + Actual practice: Learning 2.0 IPTS, 2008
  17. 17. + Value
  18. 18. + 7 dimensions of Personal Learning 1. Development of key skills 2. Improvement of student learner skills 3. Encourage learning through motivation 4. Learning environments for collaborative learning 5. New models of assessment 6. Technology as personal, cognitive and social tools 7. Teachers are key Järvelä (2006)
  19. 19. + 1. Key skills Focus Examples  Students taught to use  WISE project – (SecondReiff conceptual and factual Aachen School of Architecture) knowledge in purposeful Authentic real-time modeling activities in authentic environment in Second Life for environments Architecture students  Ancient Spaces – (British Columbia) students move in a virtual world, to get new insight into the subject matter (Ancient Spaces)
  20. 20. + 2. Learner skills Focus Projects  Improvement of student learner  Personal Inquiry Project – skills 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
  21. 21. + 3. Motivation Focus Examples  Encourage learning through  Multiple delivery channels and building motivation media: Content on iTunes, podcasts and YouTube videos as alternatives to text, student generated content  Notschool – virtual home schooling for disaffected children
  22. 22. + 4.Collaboration Focus Examples  Designing new learning  CSCL pedagogical patterns – environments for collaborative Jigsaw, ArgueGraph, Concept learning Grid script  LeMill – teacher sharing and collaboration, social tagging of resources  Wlker’sWikinomics – collaborative co-construction of understanding of Economics
  23. 23. + 5. Assessment Focus Example  Devising new models of  REAP project – distillation of assessment good practice in assessment into a set of guiding principles  Utilization of technologies to support diagnostic, formative and summative assessment, as well as peer assessment
  24. 24. + 6. Appropriation Focus Examples  The use of technology as a  SCHOME – a rich multimedia personal, cognitive and social environment, focus is gifted tool students, an open pedagogy approach  Pebblepad: e-Portfolio, a “Personal Learning System”
  25. 25. + 7. Support Focus Example  Remembering that teachers are  OU Learning Design Initiative – key range of tools, methods and approaches to support the learning design process  Olnet – global network to support researchers and users of Open Educational Resources
  26. 26. + The VLE/LMS is dead!
  27. 27. Loosely coupled Student controlled Personalised Institutional tools tools Institutional controlled Integrated systems
  28. 28. + Designing for personalisation  Need for new approaches to design for learning  Foregrounding characteristics of personalisation  Utilising the affordances of new technologies Open Personalised  Transferable concept and  Transfer between Government meaning rhetoric and practice  Open source, open services,  Two-way dialogue, two-way open educational resources learning  Explicit  Tailored, contextualized  Shareable  Building cumulatively  Adaptable  Individualized  Repurposed  Reused for different purposes
  29. 29. Internet Radio 1 2 3 TV MA MA MA + b c a Smart Mobile
  30. 30. + A mediating layer Mediating artifacts Lesson plans Mediating Step by step guides artifacts Online tools Pedagogical patterns “Expert other” Learning Activity Designer Creates Has an Design or an OER inherent User Can we develop new innovative mediating artifacts? How can we make the design more explicit and sharable? Vygotsky
  31. 31. +Personlised design
  32. 32. + Design, use, reuse Deposits OER Creates Designer Design Deposits Quiz + beginners route Uses Learner A OER Quiz + advanced route Chooses Learner B Uses Design Repurposes Tutor & deposits
  33. 33. Prior designs Process design New designs & resources Clouds in Cloudworks OER repositories New OER & designs Pedagogical Patterns
  34. 34. + Final thoughts  What does personalisation mean in a technology-enhanced environment?  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 ?  True personalisation will require a radical rethinking of the curriculum,  Personalisation challenges existing norms about assessment  Key challenge is to produce new pedagogical models which marry the affordances of personalisation with the best affordances of technologies  There is a blurring of the boundaries of formal and informal education; what is the role of personalised learning across these contexts?