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McMaster Presentation - Personalizing Learning


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Slides from a workshop with Continuing Education colleagues - looking at ideas for making online learning powerful and effective.

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McMaster Presentation - Personalizing Learning

  1. 1. Personalizing Learning Stephen Murgatroyd, PhD FBPsS FRSA
  2. 2. WhatareWe TalkingAbout?  What does “personalized learning” mean? 1. Learner determines their own route to completion by choosing modules suited to their interests / needs / capabilities and build their own program. 2. Learner is able to take a varied route through a pre- planned course / program so as to secure credit. 3. Supports are geared to individual learners based on their progress through a designed course / program.
  3. 3. TheBigIdea Garrison,AndersonandArcher (2000)
  4. 4. Toolsfor Personalization Learner Analytics Adaptive Learning Engine AI Assessment Based on Competency / Capability Learner Engagement Challenge Based Design / Project Work
  5. 5. Analytics  Analytics are being used in some universities / colleges to:  Secure targeted recruitment of students  Predict learner outcomes and support active early intervention  Enable assessments for learning to be used to trigger adaptive learning responses  Support continuous improvement in course design and development  Support student advising and career guidance services
  6. 6. Adaptive LearningEngine  Brightspace is an adaptive learning engine within D2L which permits the (relatively) easy creation of personalized learning routes.  A setup wizard helps you build new courses—or make existing ones adaptive—using content you already have or new material from external sources.  Access to 700,000+ learning objectives via the Achievement Standards Network  Ability to import content from open educational resources (OERs) and publishers  Integration with Brightspace Learning Environment and support for other LMS options via LTI
  7. 7. Artificial Intelligence  Already:  developed intelligent tutoring systems that use student test responses to personalize how they navigate through material and assessments, targeting the skills they need to develop;  investigated automatic detection of affect – including whether students are bored or confused – and used that to adapt materials they use; and  built conversational agents or “chatbots” that can engage in discussions with students, even to support student-to- student collaboration.  student advising and support services  Coming:  Linking analytics to learning styles and automated content / learning resource finding - IBM Watson’s Teacher Advisor launched Sept 13th 2017
  8. 8. Assessment  Assessment is the key to personalized learning:  Competency / capability based assessment enables learners to capture and store their achievements  Video based assessment (Valid8), simulation and game based assessment, capability reviews are all forms of emerging assessment practice.  AI engines being used to generate assessment items (Varafy) and automated marking of complex assessment resources (TAO).  E-Portolio’s capture learning and enable learners to showcase their abilities - UK requires all PSE’s to provide an e-portfolio  RIIPEN is a fast-growing resource to support “paired” assessment and e-portfolio’s
  9. 9. Engagement  National Study of Student Engagement looks at these design dimensions:  Level of Academic Challenge  Active and Collaborative Learning  Student-Faculty Interaction  Enriching Educational Experiences  Supportive Campus Environment
  10. 10. 1st Yearat McMaster (2015)
  11. 11. SeniorYearat McMaster (2015)
  12. 12. ChallengeBased Design  Less is more! Challenge students to solve problems, preferably real world problems:  Weekly challenge as the core design  Content light, idea rich  Peer to peer team based work + personal assignment  Driven by a competency / capability map and assessment  Create publishable resources – blogs, social media campaigns, journalistic pieces, academic articles  Build e-portfolios  Flip the “classroom”!
  13. 13. Flipped Design
  14. 14. Suggestions  Short (1-2 week) modules focused on specific and assessable learning outcomes.  Modules are stackable and can be pursued in a variety of different ways (in class, online, flipped…)  Modules are stackable..  Assessment of competency, capability and understanding is key - can replace teaching / learning  Engagement and challenge are key design challenges  Engage students in the work of design..  Less is more…