Personalisation and the Transmedial Learner
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A presentation for the VI Jornadas Pedagógicas en Tecnología e Innovación Educativa hosted by Universidad casa Grande (Guayaquil, Ecuador)
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Personalisation and the Transmedial Learner
- 1. CRICOS Provider code 00301J Curtin University is a trademark of Curtin University of Technology. PERSONALISATION AND THE TRANSMEDIAL LEARNER Kim Flintoff CRICOS Provider code 00301J Curtin University is a trademark of Curtin University of Technology.
- 2. Back to the Future Isaac Asimov 1988 talking with Bill Moyes “…through this machine for the first time we have the one-to-one relationship between information source and information consumer…”
- 3. The Lost City Drama 2005-2010 Authentic, situated role, open-ended learning, student- centred…. the experience was partial, fragmented
- 4. Virtual Wound Clinic 2008-2010 - Translated a physical setting to a virtual one.
- 8. Virtual Wound Clinic Enabled • anytime learning; • review and analysis of interactions; • global collaboration • interprofessional engagement • repeated experience
- 9. Transforming Teaching and Learning At Curtin University we began to rethink approaches and to transform our teaching and learning. Collaborative Learning Space
- 10. Activating the “always on” learner
- 11. Learners as data engines
- 12. Our devices extend our bodies Professor Stelarc from Curtin University – Alternate Anatomies Laboratory
- 13. Internet of Things Inevitably IoT will change the spaces and practices of teaching and learning
- 14. Internet of Things The transmedial learner becomes an interactive node in the IoT ecosystem. Reading and writing to the network. Being written upon by the network.
- 16. Student Data and Learning Analytics Privacy • In order to provide learners with personalised service institutions must gather some sort of data http://www.strivetogether.org/blog/2015/08/community-conversations-on-student-data-privacy-education-improvement/
- 17. Student Data and Learning Analytics Ethics • What are the key questions and concerns in data collection and data analysis in education? Useful article: http://er.educause.edu/articles/2013/5/ethics-big-data-and-analytics-a-model-for-application http://sloanreview.mit.edu/article/at-this-education-nonprofit-a-is-for-analytics/
- 18. Augmented Cognition The sense of purposefulness has diminished due to the devices and systems they are interacting in and the ‘augmentedness’ is enabled by the devices the wear and use. Constantly activated due to a state of always on, or at least in standby. Learning happens where and when its required rather than when its prescribed.
- 19. Transmedial Learner “the learner becomes the platform as their learning behaviours embrace their roles as data generator, data collector, data analyst and data visualiser.”
- 20. Bronfenbrenner’s Nested Ecosystems One learner represented as the core of a set of nested interacting ecosystems at have chronological depth. But this is just one learner and one set of ecologies.
- 21. Transmediation
- 22. Data and Analytics the basis of personalisation Constant data generation and real time learning analytics offer the promise of genuine personalised learning…… at scale. Andreas Ekström “reminds us that behind every algorithm is a set of personal beliefs that no code can ever completely eradicate.”
- 23. Every Engagement can be Recorded and Rewarded
- 24. Campus Quest https://www.campusquest.com.au/ Campus Quest is a game we have created to help people considering university to prepare themselves.
- 25. Curtin Challenge https://challenge.curtin.edu.au/ Challenge provides a platform for curricular, extra curricular, and outreach engagement via interactive and scaffolded engagement activity.
- 28. MOOC Provide opportunities to meet learners before, during and after traditional course enrolment procedures.
- 29. LMS Blackboard Analytics can provide usage patterns and assessment results Aggregated results blend all the individuals to create a macro view. Individual data can assist both student and teacher in making decisions about personal progress
- 30. Student Talent Portal https://youtu.be/2CkI7Rzv7Bs Extending the life cycle of the relationship with learners.
- 31. Fellow Travellers for Life Long Learning Identify Prior Learning first step in every learning design
- 32. Personalisation at Scale Requires: • Quality data • Trust • Technology Infrastructure • Data Scientists • Data aware teachers • Flexible systems • Openness • Vision • Computation • Recognition of all learning In 2016, approximately 5.5 million new “things” will become connected each day. Gartner also forecasted that the number of connected things would jump to 20.8 billion in 2020.
- 33. Your Presenter
Editor's Notes
- I have been here only since Monday. And I have been set to work by the team from casa Grande. I have had the pleasure of meeting some very enthusiastic and forward thinking teachers and academics from schools and universities. I realise I am the only thing keeping you from your lunch so I will try to stay focussed and finish before your stomachs tell me I am talking too much.
- I would like to begin by travelling back in time, to 1988 when Isaac Asimov was asked about the future of Education. <PLAY VIDEO> I think you’ll agree that he was not very far from the world of education we see today.
- I want to eventually propose a different way of thinking about learners in this new technology-mediated space. But I would like to begin by discussing some of the work I have done in the past. In 2003 I began creating virtual worlds in text-based environments – MUD/MOO (Multi-user Domain/ MUD Object Oriented) In 2005 I discovered Second Life and built a virtual space to use Drama pedagogies to engage in role-play simulations.
- In 2008 I was employed by Curtin University to develop a virtual reproduction of a real Wound Care Clinic. These next few images show how we tried to recreate an accurate and realistic representation of the clinic.
- We created the space and equipment and special tools that allowed us to capture student activity. Nursing and Pharmacy students were asked to visit the clinic to meet a patient.
- The patient was an avatar presenting as an 83 year-old woman called Mrs Snipe. Mrs Snipe had a skin care on her leg. Students were to take a case history, inspect the wound and determine a care plan.
- They were also expected to maintain good practice and hygiene. If they failed to wash their hands at appropriate times they introduced a serious infection to Mrs Snipe’s wound.
- Behind the scenes we captured every action, every piece of dialogue and were able to present his back to the students for review. They could repeat the task as often as they wished. This project enabled us to change the process of learning from simply demonstration o one of virtual presence and practical authentic action. Just as Stephen Downes described yesterday with his simulation projects.
- Since our Virtual Clinic project we have begun to consider how learning can be different. We began to change our teaching spaces, we emphasized increased use of technologies, we thought about how our learners were changing and how teachers needed to consider different approaches. A 50% reduction in lectures was mandated and staff were offered opportunities to explore and document new practices. We embarked on a 3 year journey to Transform Learning. December this year marks the end of those three years.
- We are recognizing that it is possible for learners to be ”always on” – that every part of their lives is a learning experience. We wanted to find ways to assist with activating their awareness of their learning opportunities – formal and informal. We have started to think that processual knowledge – meta-cognition of your own learning behaviours – can assist with transfer of learning across domains. If we can assist learners to more aware of their own process, their own practice, their own knowledge an their own beliefs, then we can assist them to take more control of their learning experiences and learning pathways.
- The always on learner is a powerhouse of data production. If we can capture and analyze the data – not the content but the metadata we can better understand the learner
- By the way – the ear on his arm can hear, and can transmit sound to the internet.
- We can in turn offer the data back to the learner in more useful forms. As Stephen said if we only gather one stream of data across a cohort we only learn about our tools. If we track one learner across a number of platforms we learn about the learner. So what happens if we track across all students on all platforms? We’ll come back to that idea in a moment.
- Connectivism as described by Stephen Downes yesterday posits that “learning is about growing through purposeful action” but as learners increasingly generate data and can readily access information in many forms via the internet. Learners are already shifting to that space where they learn what they need when they need it. They keep their knowledge in their friends and they keep their friends in their devices.
- I want to suggest a new way of thinking about the learner. That the learner becomes transmedial. Depending upon context a learner’s data is individualised or aggregated and manipulated. Scale is macro and micro, even nano level... Personal and public become blurred. Your profile is a palimpsest. As you read from and write to the network you are also read and written upon by the network. You are a complex expression of physical and digital being. You are at once fragmented, partial, extended, generalised and personalised depending on how and where you are represented.
- Bronfenbrenner suggested this model in the 1970s. It puts the learner at the core of a
- What if we introduce a relationship with other learners who have their own nested ecosystems? What happens to our thinking about learners when this mosaic grows to represent every actual and vicarious and mediated interaction with other systems? We have a neural network not dissimilar to the way we understand our brains. My colleague, Dr Jennifer Howell, and I have not yet fully developed this model… but we are beginning to belive that it holds