Personal Learning Journeys through ICT

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Personal Learning Journeys through ICT

  1. 1. Personal Learning Journeys using ICT Islington Heads Group 7th November 2008 Miles Berry Head, Alton Convent Prep 1
  2. 2. 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 2
  3. 3. • Learning Journeys • 2020 Vision • Autonomy • Social Learning • Every Child Matters • Assessment for Learning • Fitting the pieces together • Personalised CPD 3
  4. 4. 4 Smith, 1801, via Tufte 1990
  5. 5. 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.
  6. 6. 6 Tomtom,2005 via GPSreviewnet, 2005
  7. 7. 7 Google, 2006
  8. 8. 8
  9. 9. 9
  10. 10. Personalised Learning 2020 Vision 10
  11. 11. High quality teaching 11
  12. 12. Assessment that promotes progress 12
  13. 13. Summative assessment and the national curriculum 13
  14. 14. Pupils taking ownership of their learning 14
  15. 15. Engaging parents and carers in their children’s education 15
  16. 16. Designing schools for personalising learning 16
  17. 17. Skills for personalising learning 17
  18. 18. A strategy for systemic innovation 18
  19. 19. Ensuring a strong focus on progress for all pupils 19
  20. 20. Establishing an entitlement to personalising learning 20
  21. 21. 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
  22. 22. Primary Learning Platforms • Rich and stimulating learning environment • Learning through experience • DIY resources • Creativity and collaboration • Social learning • Informal, independent learning • Experiment and play
  23. 23. Personalised Learning Another view 21
  24. 24. 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 22 R S Peters, 1972
  25. 25. 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 23
  26. 26. 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
  27. 27. 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 25 Futurelab
  28. 28. 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.
  29. 29. 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. 27
  30. 30. The Long Tail 28
  31. 31. 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? 73
  32. 32. Web 2.0 29
  33. 33. Web 2.0 • Inquiry • Literacies • Collaboration • Publication 30
  34. 34. Profile 31
  35. 35. Blog 32
  36. 36. E-portfolio 33
  37. 37. Tags, Network 34
  38. 38. 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
  39. 39. Blogs Creating not just  consuming Writing for pleasure  Informal learning  Personalisation –  choice and voice Self esteem  Shared blogs  36 Reflection and review 
  40. 40. 37
  41. 41. 38
  42. 42. 39
  43. 43. 40
  44. 44. 41
  45. 45. 42
  46. 46. 43
  47. 47. Podcasts • Multimodal literacy • Speaking and listening! • Engagement • Accessibility • Lesson recording • E-Portfolios 44
  48. 48. Photo-sharing • As a resource • Visual literacy • Research • Recording • The world through others’ eyes • Common interests 45
  49. 49. Bookmark Sharing • Sharing resources – Pupil – pupil – Teacher - pupil – Teacher - teacher • Learner responsibility • Independent learning • Peer support • Course tags 46
  50. 50. Supporting Assessment for Learning 47
  51. 51. Web 2.0 and the Wisdom of Crowds • Tagging • Recommendations • Social network • RSS • Ratings • Comments • Wiki 49
  52. 52. Data Mining • Better informed decisions • Management • Teachers • Parents • Pupils • Log files... • Trends • Patterns • Correlations • Exceptions 51
  53. 53. Towards Web 3.0 • The semantic web • Standards and specifications • Interoperability • AI Berlanga and García (2005) 52
  54. 54. The personal online space quot;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.quot; Ruth Kelly's introduction to Harnessing Technology, 2005 53
  55. 55. Technology to ensure Every Child Matters 54
  56. 56. Parental Engagement • Communication • Access • Data • Resources • Work • Lessons Homer Township Public Library • Collaborators • Privacy issues 55
  57. 57. E-Portfolio Seamless access • Multiple users • Self • Peers • Parents • Teachers • Examiners • Employers • Writing for an audience • Granular control • Commenting • Linking • Ownership? • 56
  58. 58. Devices 57
  59. 59. Home access • Digital Divide • Home Access Task Force • Connectivity • Broadband • WIFI/WIMAX • 3G • Femto cells • Mesh networks 58
  60. 60. Fitting the pieces together VLEs, PLEs, MLEs 59
  61. 61. 60
  62. 62. 61
  63. 63. 62
  64. 64. 63
  65. 65. 64 Scott Wilson, 2005
  66. 66. PLE 65
  67. 67. 66 James Farmer, 2006
  68. 68. MLE 67
  69. 69. Personalised CPD 68
  70. 70. Resources National Digital Resources Bank 69
  71. 71. 70 70
  72. 72. 71 71
  73. 73. Communities 72
  74. 74. What is the role of teachers in learners' construction of knowledge? • Builder’s merchant? • Construction worker? • Planning authority? • Architect? 74
  75. 75. Contact details... mberry@bcs.org milesberry.net www.altonconvent.org.uk 75

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