CDE personalised learning
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Presentation given at a University of London Centre for Distance Education (CDE) workshop to coincide with publication of the paper.
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CDE personalised learning
- 1. Personalised Learning A Framework for e-Learning James Ballard CDE Lunchtime Session
- 2. Overview • Background: Personalisation Agenda • Discussion: Ownership • A Pedagogy for Personalisation • A Framework for e-Learning • What Next?
- 3. Personalisation ‘The logic of education systems should be reversed so that it is the , rather than the learner to the system. This is the essence of personalisation’. Personalisation and Digital Technologies http://www.futurelab.org.uk/resources/documents/opening_education/Personalisation_report.pdf
- 4. Consumer Personalisation Ford McDonalds Amazon Anything you like We have a Any colour as as long as it’s on recommendation long as it’s black the menu for you
- 5. Personalisation as Choice Choice of Learning Choice of Provider Opportunity (social institution) (learning experience) ‘Mass customisation’ gives users have a degree of choice over standardised modules. ‘Personalised timing’ allows individual timings of a user’s trip through a standard curriculum.
- 6. Contradictions? Applying Values such as market self-motivation, Poorly consumerism self-regulation, structured to education Disadvantaged and choice may may learners are educational actively reduce compromise least likely to progress, are the scope for the principles seek help not equally the collective of equity on distributed action which it is among cultures based
- 7. Personalisation & e-Learning ‘e-learning is ideally centred on the set of student tasks’ Learning activities can be classified by who is principally - Carr-Chellman & Duchastel, 2000 directing the activity: Self-directed Peer-directed Teacher-directed - Biggs, 2003
- 8. Ownership Developing empowering cultures requires skill, thought and a commitment to valuing and exploring processes, not just focusing on the ‘product’ - Haigh, 1999
- 10. Workshop Activity (15mins) Where does a volcano get its power? In groups of 2-3 design a personalised learning activity for this topic. Information Adaptive Assimilative Communicative Experiential Productive handling • Modelling • Listening • Debating • Applying • Analysing • Composing • Simulation • Reading • Discussing • Experiencing • Classifying • Creating • Viewing • Presenting • Exploring • Gathering • Critiquing • Investigating • Manipulating • Drawing • Mimicking • Ordering • Producing • Performing • Selecting • Re-mixing • Practising • Synthesising • Writing Conole and Fill, 2004
- 11. 21st Century Learning? ‘It is a world in which knowing what and how to learn the next thing is as important as what has already been learnt.’ Jackson and Ward, 2004
- 12. Personalisation
- 13. Personalised e-Learning 2009 – Discourse based framework Professional National Assessment Portfolio VLE Institutional PLP Portal Social Personal
- 14. Implications • Data integration and user interaction with choice must be accessible; Data • The framework should seek to optimise needs-satisfaction rather than offer Integration choice for its own sake; • The framework must facilitate communication and collaboration, not for Collaboration their own sake but in the context of learning dialogues • The framework must allow appropriate expression of spontaneous and scientific concepts with both seen as aspects of the same developmental Independence process • The framework should emphasise the importance of the self and capable Assessment peer as an assessment parameter.
- 15. Process and Ownership Complexity Matrix - Process Customisation Matrix - Ownership Stacey, 2002 Gilmore and Pine, 1997
- 16. Assessing learners’ achievement and learning needs Assessment Approaches E-Assessment Pyramid Martin, 2008
- 17. Expanding the Framework VLE Supports instructional delivery with rational process monitored against well defined learning outcomes. Dynamic assessment identifies learning needs and transparent customisation allows the teacher to differentiate activities to meet these needs and account for different learning styles. Individual Learning Plan (ILP) Formative assessment tool providing scaffolding to heighten learner awareness. Dialogue creates shared vision for future development which can only be judged in relation to that vision. Adaptive customisation affords learners standard tools (e.g. target setting, progress review, etc.) to create a unique learning path. E-Assessment Summative assessment requires objective progress against standardised external criteria. This process is political with outcomes requiring negotiation to ensure they are shared by the learner. Customisation is cosmetic where the same product may be presented in different ways but is not fundamentally altered. E-Portfolio A collaborative space where learners participate in the design stage exploring ideas involving complex processes representing creativity, reflection, and new modes of operating. The portfolio assessment framework is useful for transdisciplinary projects such as enquiry based learning
- 18. A Framework for e-Learning Tool Process Ownership Assessment (Decision Making) (Customisation) VLE Rational Transparent Dynamic E-PLP Judgemental Adaptive Formative E-Assessment Political Cosmetic Summative E-Portofolio Complex Collaborative Portfolio
- 19. A Framework for e-Learning Transformative?
- 20. Conclusion • Personalised learning may provide the context for assessing the capabilities of e-learning systems • The framework does not proscribe particular software but instead positions technology as a cultural tool representative of complex processes
Editor's Notes
- Excellence and Enjoyment – For Vygotksy learning is not always fun, where the government is legitimising continued accumulation through global competitiveness (‘excellence’) in a knowledge-based (‘creative’) society through an appeal to consumerism (‘personalisation’) and the nice emotions (‘enjoyment’) derived from it;Marketisation and Equity - values such as self-motivation, self-regulation, and educational progress, are not equally distributed among different classes and cultures in English society. Personalisation and Choice - choice of institution and learning experience may be mutually contradictory – those that need most help are least likely to seek it.
- For Vygotsky an independent learner is the result of learning rather than a premise for it.
- VLE is rational where progress is monitored against well defined learning outcomesILP is a judgemental process that offers a shared vision for future development which is not predetermined and can only be judged in relation to that visionAssessment is political process with outcomes derived from established frameworks that require negotiation to ensure these are shared by the learnerThe portfolio involves complex processes representative of creativity, reflection, and new modes of operating
- Dynamic assessment follows a test-teach-test paradigm using quantitative data and highly scripted teaching response to provide a more complete picture of actual and maturing cognitive structures and functioning;Formative assessment occurs within the ZPD during collaboration or instructional conversation and as a qualitative assessment aimed to optimise instruction it offers personalised non-scripted teacher response to variable tasks. To determine the contribution of instruction to learner development it is also necessary to assess independent performance in subsequent tasks. The student portfolio, as a narrative, operates as an authentic cultural tool. Authenticity of assessment is maintained through encouraging the learner to contribute their ideas to the discussion rather than present correct answers
- For Vygotsky an independent learner is the result of learning rather than a premise for it.
- what the learner already knows and is capable of demonstrating during independent activity (e.g. examination) gives little indication of the appropriate interventions to progress that learner to the next developmental level.
- what the learner already knows and is capable of demonstrating during independent activity (e.g. examination) gives little indication of the appropriate interventions to progress that learner to the next developmental level.