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AOC Personalisation

This is the stuff from the session at AoC/NILTA 2007 in Leeds

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AOC Personalisation

  1. 1. Unpacking Personalisation Scott Wilson and Oleg Liber Hi everyone from AoC/NILTA! I’ve added some comments in the Notes field as well so take a look
  2. 2. A bit about me
  3. 3. Objectives for the next 40 minutes <ul><li>Develop a shared understanding of the term personalisation </li></ul><ul><li>Explore organisational issues </li></ul><ul><li>Explore pedagogical issues </li></ul><ul><li>Explore technological possibilities </li></ul>
  4. 5. Why Personalisation? Why now ? <ul><li>Because we can </li></ul><ul><li>Smokescreen I.e. justification for something else?? </li></ul><ul><li>Bandwagon, following the trend </li></ul><ul><li>Someone thinks its what people want </li></ul><ul><li>Engaging young people </li></ul><ul><li>Something else to try </li></ul><ul><li>Increased learner variety, fragmentation of culture, people are now more individual </li></ul><ul><li>Inexorable logic </li></ul><ul><li>The Americans are doing it so we must follow?? </li></ul>
  5. 6. What is (NOT) personalised? <ul><li>An ipod (the music) </li></ul><ul><li>Not - broadcast TV </li></ul><ul><li>MySpace, YouTube </li></ul><ul><li>Not - A newspaper (debatable) </li></ul><ul><li>A diary </li></ul><ul><li>This presentation </li></ul><ul><li>Not - the curriculum and assessment </li></ul><ul><li>Not - conference keynotes </li></ul><ul><li>Learning </li></ul>
  6. 7. What is (NOT) personal? <ul><li>Not - Yahoo etc </li></ul><ul><li>An opinion </li></ul><ul><li>Students choice of course </li></ul><ul><li>Taste and style </li></ul><ul><li>Record collection </li></ul>
  7. 8. (a)Personal or (b)Personalised? <ul><li>Customization (for you) </li></ul><ul><li>Pimp my education </li></ul><ul><li>Choice (limited, informed) </li></ul><ul><li>Choice of route not outcome </li></ul><ul><li>The illusion of choice </li></ul><ul><li>Giving choice (even if they don’t want it) </li></ul><ul><li>Giving learners a voice </li></ul><ul><li>Facilitating a sense of ownership </li></ul>
  8. 9. Personal or Personalised? <ul><li>Personalised learning content </li></ul><ul><ul><li>Resource-based learning, popular in 1970s </li></ul></ul><ul><li>Personalised system </li></ul><ul><ul><li>Skins, Portals </li></ul></ul><ul><li>Personal choice of tools </li></ul><ul><ul><li>Beyond browsers and email clients; phones, personal web applications </li></ul></ul><ul><li>Locus of control </li></ul><ul><ul><li>Technologically enabled person, not technologically enabled institution </li></ul></ul><ul><li>Personal <> Personalised </li></ul>
  9. 10. Personalisation Types (Fraser, 2006) <ul><li>Adaptive Personalisation: adaptive provision based on intelligence. Typically used in CRM. </li></ul><ul><li>Customisation: user choice from among a set of options </li></ul><ul><li>Dynamic Personalisation: collaborative co-creation of system, process, and outputs </li></ul><ul><li>DfES: </li></ul><ul><ul><li>“ In an educational setting, personalisation means working in partnership with the learner and employer - to tailor their learning experience and pathways, according to their needs and personal objectives – in a way which delivers success.” </li></ul></ul><ul><li>Personalised Personal Adaptive Customisable Co-created Participative Individualised Convivial </li></ul>
  10. 11. More choice = less diversity?
  11. 14. Cybernetic view <ul><li>The whole structure and processes of an organisation - at any level of granularity - can be characterised as efforts to manage variety </li></ul><ul><li>In the context of education systems this variety management is typically focussed on matching the variety of learners and learner needs with variety offered by the education system </li></ul><ul><li>However, the simplest model for achieving this is not to personalise or allow customisation, but to instead mass-produce and amplify education </li></ul><ul><li>If this is altered, the new state must also provide equivalent management of variety or be non-viable </li></ul>
  12. 15. amplification, attenuation Amplification: broadcast communications, documents, multicast, policies, delegation Attenuation: filters, prioritization, threshold sensors, summarized aggregations, analyses
  13. 16. self-organisation pairing, teams, peer-support, intra-organisational communities
  14. 17. Adaptation/individualisation e.g. library, parents, after-school club, wider social network, extra/inter-organisational communities
  15. 18. … and further out: the college view <ul><li>Strategy, development </li></ul>Resources provision monitoring Self-org
  16. 19. What this means… <ul><li>From a cybernetic viewpoint the challenge of personalization is its effect upon workload and how this can be addressed. Assuming no massive increase in resources this means an alteration in one of the other dynamics of the system </li></ul>
  17. 20. Where can colleges make personal(ised) interventions?
  18. 21. Course management <ul><li>Negotiating Learning: </li></ul><ul><ul><li>teacher and student commitment, requirements </li></ul></ul><ul><li>Coordinating students: </li></ul><ul><ul><li>Timetable, resources, materials, lectures, reading lists, activities, pedagogy </li></ul></ul><ul><li>Monitoring: </li></ul><ul><ul><li>Is learning happening? Is pedagogy working? </li></ul></ul><ul><li>Self-organised collaboration </li></ul><ul><ul><li>Coffee bars, IM, blogs, resource sharing,… </li></ul></ul><ul><li>Development: </li></ul><ul><ul><li>New resources? Strategies? Pedagogies? </li></ul></ul>
  19. 22. Another approach To the personal experience: Individualization and Adaptation
  20. 23. Disaggregated learning <ul><li>Knowledge disaggregated into subjects and syllabi </li></ul><ul><ul><li>Organisational reasons </li></ul></ul><ul><li>Problems of transfer well known </li></ul><ul><ul><li>E.g. applications of mathematical ideas </li></ul></ul><ul><li>Modules and units give more options </li></ul><ul><ul><li>E.g. new 10-hour components </li></ul></ul><ul><ul><li>But fragment further </li></ul></ul>
  21. 24. … and further out: the personal view
  22. 25. Hey, its this again
  23. 26. Where can individuals make their interventions?
  24. 27. How can technology help reassemble the fragments?
  25. 28. Self management <ul><li>Negotiating Learning: </li></ul><ul><ul><li>Commitments to different activities </li></ul></ul><ul><li>Coordinating courses: </li></ul><ul><ul><li>Managing time, scheduling, resources, materials, colleagues, reading, activities, making overall sense </li></ul></ul><ul><li>Monitoring: </li></ul><ul><ul><li>Am I making progress on each course as I expected? - reflection </li></ul></ul><ul><li>Self-organised collaboration </li></ul><ul><ul><li>Finding synergy between courses, activities,building networks </li></ul></ul><ul><li>Development: </li></ul><ul><ul><li>New courses? New materials? New colleagues? Where next? PDP </li></ul></ul>
  26. 29. Emerging personal systems <ul><li>Yahoo 360 </li></ul><ul><li>Pageflakes http://www. pageflakes .com/ </li></ul><ul><li>Netvibes http://www. netvibes .com/ </li></ul><ul><li>Google IG http://www. google .co. uk / ig </li></ul><ul><li>Flock </li></ul><ul><li>Elgg </li></ul><ul><li>“ Office 2.0”: http:// itredux .com/office-20/database/ </li></ul>
  27. 30. Issues for colleges <ul><li>Technology </li></ul><ul><li>Organisational </li></ul><ul><li>Pedagogic </li></ul>
  28. 31. Issues for learners <ul><li>Technological </li></ul><ul><li>Organisational </li></ul><ul><li>Learning </li></ul>
  29. 32. Conclusions
  30. 33. Thanks! Scott. bradley . wilson @ gmail .com