Mmvc16 ossiannilsson personal vs personaiztion

Dr. Ebba
Ossiannilsson
Sweden
MMVC16_Ossiannilsson_Personal vs Personalization 20160805

On personal and
personalised learning
Dr. Ebba Ossiannilsson
EDEN FELLOW
OPEN EDUCATION FELLOW
Senior Consultant
V President Swedish Association for Distance Education
E-learning Quality Expert
EADTU and ICDE Quality reviewer, E-learning and MOOCs

Agenda today
• Personalised learning is more and more advocated, not at least during the
umbrella on opening up education. However, I will argue for personal
learning instead of personalised learning. Personal Learning is more just for
me and just in time learning, while personalised learning is more on
personalisation within the given and offered framework from HEI.
MMVC16_Ossiannilsson_Personal vs Personalization20160805

Four theories
• Gilles Deleuze och Félix Guattari; Rhizome
• Leo Vygotski; Zone of comfort
• Csikszentmihalyi; Flow
• Stephen Downes and George Siemens; Conncetivism

Why education need to change
• Levels of disengagement
• Today’s complex world needs students who are capable in different
ways
• To meet future skill needs and a recognition that we need students
with a different set of capabilities.
• Globalization
• Demaography
• Digitization

Gilles Deleuze och Félix Guattari
Allows for multiple, non-
hierarchical entry and exit points in
data representation and
interpretation.
As a model for culture, the rhizome
resists the organizational structure
of the root-tree system which
charts causality along chronological
lines and looks for the original
source of 'things' and looks towards
the pinnacle or conclusion of those
'things.' MMVC16_Ossiannilsson_Personal vs Personalization 20160805

Gilles Deleuze och Félix Guattari
A rhizome, on the other hand, is characterizedby 'ceaselessly
established connections between semiotic chains,
organizations of power, and circumstances relative to the arts,
sciences, and social struggles.' Rather than narrativize history
and culture, the rhizome presents history and culture as a map
or wide array of attractions and influences with no specific
origin or genesis, for a 'rhizome has no beginning or end; it is
always in the middle, between things, interbeing, intermezzo.'
The planar movement of the rhizome resists chronology and
organization, instead favoring a nomadic system of growth and
propagation.
"In this model, culture spreads like the surface of a body of
water, spreading towards available spaces or trickling
downwards towards new spaces through fissures and gaps,
eroding what is in its way. The surface canbe interrupted and
moved, but these disturbances leave no trace, as the water is
charged with pressure and potential to always seek its
equilibrium, and thereby establish smooth space.

Deleuze and Guattari
quoted from A Thousand Plateaus):
• 1 and 2: Principles of connection and heterogeneity: "...any point of a
rhizome can be connected to any other, and must be,"
• 3. Principle of multiplicity: only when the multiple is effectively
treated as a substantive, "multiplicity" that it ceases to have any
relation to the One
• 4. Principle of asignifying rupture: a rhizome may be broken, but it
will start up again on one of its old lines, or on new lines
• 5 and 6: Principle of cartography and decalcomania: a rhizome is not
amenable to any structural or generative model; it is a "map and not
a tracing

Lev Semjonovitj Vygotskij,
Zone of proximal development ZPD

Mihaly Csikszentmihalyi, nine component
states of achieving flow
• challenge-skill balance
• merging of action and awareness
• clarity of goals
• immediate and unambiguous
feedback
• concentration on the task at hand
• paradox of control
• transformation of time
• loss of self-consciousness, and
• autotelic experience

Autotelic
• (of an entity or event) Containing
its own meaning or purpose
• (of a person) Deriving meaning
and purpose from within.

Mental state in terms of challenge level
and skill level, according to Csikszentmihalyi's
flow model

Csikszentmihalyi and motivation
…the idea of motivation and the factors that contribute to motivation,
challenge, and overall success in an individual. One personality characteristic
that Csikszentmihalyi researched in detail was that of intrinsic motivation.
Csikszentmihalyi and his colleagues found that intrinsically motivated people
were more likely to be goal-directed and enjoy challenges that would lead to
an increase in overall happiness.
…intrinsic motivation as a powerful trait to possess to optimize and enhance
positive experience, feelings, and overall well-being as a result of challenging
experiences.
The results indicated a new personality construct, a term he called work
orientation, which is characterized by “achievement, endurance, cognitive
structure, order, play, and low impulsivity." A high level of work orientation in
students is said to be a better predictor of grades and fulfillment of long-term
goals than any school or household environmental influenceMMVC16_Ossiannilsson_Personal vs Personalization 20160805

What does it mean to connect
S Downes, 2016
• Aggregate
• Open
• Remix
• Repurpose
• Glocalisation (form of
repurposing)
• Feed forward, interaction,
sharing

Open online learning
S Downes, 2016
• Openness; content,
contributions
• Interactivity
• Online
• Community building
• Conversation
• Distributed network
• Grashopper, rss, social media

Openness, S Downes 2016
• Open learning and education
• Open content
• OER
• Open regognition, job offers etc.
• Open policy
• Open research

Pick and choose
• You pick what you like and what
you need
• Like learning a language,
possibilities to use words,
resourcesetc.
• OER are like words we are using
in a langauge, hece they must be
open and free.
• We cant have words which we
have to ask for permission to use
• Thus it ha to belong to the
community

S Downes (2016)
•”We hear the phrase ‘personalized learning’ a lot
these days, so much so that it has begun to lose
its meaning. Wikipedia tells us that it is the
“tailoring of pedagogy, curriculum and learning
environments by learners or for learners in order
to meet their different learning needs and
aspirations.””

S Downes• Even this short definition provides us with severaldimensions across which
personalizationmaybe defined. Each of these has been the subject of considerable
debatein the field:
• Pedagogy – do we need to differentiateinstruction accordingto student variables or
‘learning styles’, or is this all a big myth?
• Curriculum – should students study the same subjects in the same order, beginningwith
‘foundational’ subjects such as readingor mathematics, or can we varythis order for
different students?
• Learning environments – should students work in groups in a collaborativeclassroom, or
can they learn on their own at homeor with a computer?
• In personalized learningtoday, the idea is to enabletechnology to make manyof these
decisions for us. For example, adaptive learning entails the presentation ofdifferent
coursecontent based on a student’s prior experienceor performancein learning tasks.
• What these approaches havein common, though, is that in all cases learning is
something that is provided to the learner by some educationalsystem, whether it be a
school and a teacher, or a computer and adaptive learningsoftware.

S Downes
• But the questionis whether we should apply these methods, for two reasons.
• First, individualvariabilityoutweighs statistical significance. We see this in
medicine. While, statistically, a certain treatment might make the most sense, no
doctor wouldprescribe such a treatment withoutfirst assessing the individual
and making sure that the generalization actually applies, because in many cases it
doesn’t, and the doctor is sworn to ‘do no harm’.
• Second, and perhaps more importantly, it shouldn’tbe up to the education
system to determine what a person learns, how they learn it, and where. Many
factors go intosuch decisions: individualpreferences, social and parental
expectations, availabilityof resources, or employability and future prospects. The
best educational outcome isn’t necessarily the best outcome

S Downes
• In the case of personal learning, the role of the educational system is not to
provide learning, it is to support learning. Meanwhile, the decisions about
what to learn, how to learn, and where to learn are made outside the
educational system, and principally, by the individual learners themselves.
• Personal learning often begins informally, on an ad hoc basis, driven by the
need to complete some task or achieve some objective. The learning is a
means to an end, rather than the end in itself. Curricula and pedagogy are
selected pragmatically. If the need is short term and urgent, a simple
learning resource may be provided. If the person wants to understand at a
deep level, then a course might be the best option.

S Downes
• Personalized learning is like
being served at a restaurant.
Someone else selects the food
and prepares it. There is some
customization – you can tell the
waiter how you want your meat
cooked – but essentially
everyoneat the restaurant gets
the same experience.

S Downes
• Personal learning is like shopping
at a grocery store. You need to
assemble the ingredients
yourself and create your own
meals. It’s harder, but it’s a lot
cheaper, and you can have an
endless variety of meals. Sure,
you might not get the best meals
possible, but you control the
experience, and you control the
outcome.

S Downes
• Ultimately, if people are to
become effective learners, they
need to be able to learn on their
own. They need to be able to
find the resourcesthey need,
assemble their own curriculum,
and forge their own learning
path. They will not be able to
rely on education providers,
because their needs are too
many and too varied.

Bag Packers

What if young people designed their
own learning?

Learning happens in the cracks between everything else that is going on in formal education systems,
so we have to make sure that those cracks/spaces are there (Downes, Keynote presentation delivered to
Educational Technology Summit, Istanbul, Turkey, slide 14 2016). MMVC16_Ossiannilsson_Personal vs Personalization20160805

Why academics should be part in networks
• Connected academics are
updated and humble to promote
self directed learning
• Digital scholarship
• Scolarship in social media

•Teachers need to strike the
balance between encouraging
independent learning and
providing students with
guidance. They have a key role
in cultivating confident, curious
learners who can take risks and
learn from their mistakes.
•Feedback loops are critical,
with students and teachers
providing regular feedback to
each other to achieve quality
learning.

D Cormier
• The Society is the curricula

Caring is sharing, sharing is caring
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Mmvc16 ossiannilsson personal vs personaiztion

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