Personal Learning
Journeys using ICT
Islington Heads Group
7th November 2008
Miles Berry
Head, Alton Convent Prep
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Miles Berry
• Head of Alton Convent Prep
• Formerly deputy head and information
systems manager at St Ives School,
Haslemere
• Becta ICT in Practice Award for Primary
Teaching, 2006
• Primary VLEs, blogging, Web 2.0,
Knowledge Management
• Open Source: Moodle, Elgg, Edubuntu
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• Learning Journeys
• 2020 Vision
• Autonomy
• Social Learning
• Every Child Matters
• Assessment for Learning
• Fitting the pieces together
• Personalised CPD
3

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Smith, 1801, via Tufte 1990

Start address: London
End address: Dover
Distance: 78.9 mi (about 1 hour 53 mins)‫‏‬
1. Head south from Saint Margaret Street - go 250 ft
2. Continue on Abingdon Street - go 0.2 mi
3. Continue on Millbank - go 0.2 mi
4. At the roundabout, take the 2nd exit onto Millbank - go 0.5 mi
5. Turn left at Vauxhall Bridge Road - go 0.3 mi
6. Turn left at Wandsworth Road - go 213 ft
7. Bear right at Kennington Lane - go 0.2 mi
8. Turn right at Durham Street - go 0.1 mi
9. Turn left at Harleyford Road - go 0.1 mi
10. Turn right at Kennington Oval - go 0.2 mi
11. Bear right at Harleyford Street - go 0.1 mi
12. Bear left at Camberwell New Road - go 0.1 mi
13. Turn right at Brixton Road - go 1.5 mi
14. Continue on Effra Road - go 0.4 mi
15. Continue on Tulse Hill - go 1.1 mi
16. Bear left at Thurlow Park Road - go 0.8 mi
17. Bear left at Dulwich Common - go 0.3 mi
18. Bear left at Dulwich Common - go 0.6 mi
19. Turn right at Lordship Lane - go 0.2 mi
20. Bear left at London Road - go 0.5 mi
21. Turn left at Devonshire Road - go 0.1 mi
22. Bear right at Waldram Crescent - go 0.3 mi
23. Turn left at Sunderland Road - go 0.1 mi
24. Turn right at Stanstead Road - go 0.9 mi
25. Turn left at Catford Road - go 0.4 mi
26. Bear left at Rushey Green - go 0.1 mi
27. Bear right at Brownhill Road - go 1.0 mi
28. Continue on Saint Mildreds Road - go 0.4 mi
29. Bear left at Baring Road - go 216 ft
30. Continue on Westhorne Avenue - go 0.7 mi
31. At Clifton's Roundabout, take the 3rd exit onto Sidcup Road – go 2.7 mi
32. Continue on A20 - go 6.7 mi
33. Bear right at M20 - go 50 mi
34. Continue on A20 - go 7.1 mi
35. At Western Heights Roundabout, take the 2nd exit onto A20 - go 0.3 mi
36. At Limekiln Roundabout, take the 1st exit onto A20 - go 0.2 mi
37. At Prince of Wales Roundabout, take the 1st exit onto A20 - go 0.3 mi
38. At York Street Roundabout, take the 1st exit onto York Street - go 0.3 mi
39. At A256, take the 2nd exit onto Priory Road - go 0.1 mi
40. Bear left at High Street - go 186 ft
41. Turn right at Ladywell - go 0.1 mi
42. Continue on Park Street - go 0.1 mi 5
43. Turn right at Maison Dieu Road - go 97 ft
These directions are for planning purposes only. You may find that construction projects,
traffic, highway men, or other events may cause road conditions to differ from the map results.

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Tomtom,2005 via GPSreviewnet, 2005

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Google, 2006

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Personalised Learning
2020 Vision
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High quality teaching
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Assessment that promotes
progress
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Summative assessment and the
national curriculum
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Pupils taking ownership of their
learning
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Engaging parents and carers in
their children’s education
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Designing schools for
personalising learning
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Skills for personalising
learning
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A strategy for systemic
innovation
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Ensuring a strong focus on
progress for all pupils
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Establishing an entitlement to
personalising learning
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Virtual Learning
Environment
Taking the best of the classroom and
making it available at home
Discussions
Immediate feedback
Range of resources
Range of activities
Collaborative work
Review the lesson

Primary Learning
Platforms
• Rich and stimulating learning environment
• Learning through experience
• DIY resources
• Creativity and collaboration
• Social learning
• Informal, independent learning
• Experiment and play

Personalised Learning
Another view
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Education
Our concept of an educated person is
of someone who is capable of
delighting in a variety of pursuits
and projects for their own sake, and
whose pursuit of them and general
conduct of life are transformed by
some degree of all round
understanding
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R S Peters, 1972

Choice and Voice
The DfES is proud of the way it has placed
choice and voice at the heart of its policy
making and service delivery. The recently
published ‘Five Year Strategy for Children and
Learners’ sets out the Department’s plans to
radically reshape the system for delivering
education and children’s services so that its
central characteristic will be personalisation –
a system that fits the individual rather than the
individual fitting the system.
Evidence to public administration select committee inquiry into
choice, voice and public services, 2004
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Personalisation through
Participation
• A more customer-friendly interface
with existing services
• More say in navigating their way
through services
• More say in how money is spent
• Users as co-designers and co-
producers of services
• Self-organization - the public good
emerging from within society
Leadbeatter, DEMOS, 2004 24

The Learner’s Charter
As a learner I expect:
• Choices
– To take joint responsibility for and
be seen as an active agent in
determining my own learning
priorities
• Skills and knowledge
– To draw upon and make
connections between the expertise
and competencies I develop across
all areas of my life
• Appropriate learning environments
– To have access to people who are
able to extend and develop my
understanding in my chosen
areas.
• Feedback
– To achieve recognition for learning
that enables me to progress within
the wider community
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Futurelab

Home use of ICT
Valentine, Marsh and Pattie 2005
Children who have more opportunities to

access information/educational
opportunities outside of school are more
likely to be motivated by school work.
Home school links [have] the potential to

radically extend pupils learning
opportunities beyond the school and the
school day.
The digital divide in terms of hardware is

now so narrow that schools need to begin
to address this so that they can exploit the
opportunities ICT offers in relation to
homework and for developing home-school
links.
Given the high level of interests many

children demonstrated in online
communication, this is an area which 26
could be utilised when setting tasks.

Their Space
The use of digital technology
has been completely normalised
by this generation, and it is
now fully integrated into their
daily lives. The majority of
young people simply use new
media as tools to make their
lives easier… Almost all are
now also involved in creative
production, from uploading and
editing photos to building and
maintaining websites. … many
children we interviewed had
their own hierarchy of digital
activities when it came to
assessing the potential for
learning… they were very
conscious that some activities
were more worthwhile than
others.
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The Long Tail
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Personalised Learning
Who personalises the learning?

How does EdTech in schools put the learner

at the centre?
What about choice and voice?
How can we recognise and support

independent and informal learning?
Does personalised have to mean individual

and independent?
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Web 2.0
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Web 2.0
• Inquiry
• Literacies
• Collaboration
• Publication
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Profile
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Blog
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E-portfolio
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Tags, Network
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Wikis
• Writing for an audience
• Proofreading, fact
checking
• Awareness of different
perspectives
• Evaluation and
Discernment – issues of
trust, ownership and
authority
• Social construction
• Policy documents 35

Blogs
Creating not just

consuming
Writing for pleasure

Informal learning

Personalisation –

choice and voice
Self esteem

Shared blogs

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Reflection and review


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Podcasts
• Multimodal literacy
• Speaking and listening!
• Engagement
• Accessibility
• Lesson recording
• E-Portfolios
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Photo-sharing
• As a resource
• Visual literacy
• Research
• Recording
• The world through
others’ eyes
• Common interests
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Bookmark Sharing
• Sharing resources
– Pupil – pupil
– Teacher - pupil
– Teacher - teacher
• Learner responsibility
• Independent learning
• Peer support
• Course tags
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Supporting
Assessment for Learning
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Web 2.0 and
the Wisdom of Crowds
• Tagging
• Recommendations
• Social network
• RSS
• Ratings
• Comments
• Wiki
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Data Mining
• Better informed decisions
• Management
• Teachers
• Parents
• Pupils
• Log files...
• Trends
• Patterns
• Correlations
• Exceptions 51

Towards Web 3.0
• The semantic web
• Standards and
specifications
• Interoperability
• AI
Berlanga and García (2005)
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The personal online space
\"in the future it will be more than simply a storage
place - a digital space that is personalised, that
remembers what the learner is interested in and
suggests relevant web sites, or alerts them to courses
and learning opportunities that fit their needs.\"
Ruth Kelly's introduction to Harnessing Technology, 2005
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Technology to ensure
Every Child Matters
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Parental Engagement
• Communication
• Access
• Data
• Resources
• Work
• Lessons Homer Township Public Library
• Collaborators
• Privacy issues
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E-Portfolio
Seamless access
•
Multiple users
•
Self
•
Peers
•
Parents
•
Teachers
•
Examiners
•
Employers
•
Writing for an audience
•
Granular control
•
Commenting
•
Linking
•
Ownership?
• 56

Devices
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Home access
• Digital Divide
• Home Access Task Force
• Connectivity
• Broadband
• WIFI/WIMAX
• 3G
• Femto cells
• Mesh networks
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Fitting the pieces
together
VLEs, PLEs, MLEs
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Scott Wilson, 2005

PLE
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James Farmer, 2006

MLE
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Personalised CPD
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Resources
National Digital Resources Bank
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Communities
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What is the role of
teachers in learners'
construction of
knowledge?
• Builder’s merchant?
• Construction worker?
• Planning authority?
• Architect?
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Contact details...
mberry@bcs.org
milesberry.net
www.altonconvent.org.uk
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