The document presents a framework for personalised e-learning. It positions different technologies, like VLEs and e-portfolios, within a matrix that considers the decision-making process (rational, judgemental, political, complex) and level of customization (transparent, adaptive, cosmetic, collaborative). The framework is meant to optimize learner needs rather than just provide choice. It also emphasizes skills like collaboration, independence, and self-assessment. Overall, the framework conceptualizes technology as representing cultural processes rather than prescribing specific software solutions.
2. Overview
About Me
Background: Personalisation Agenda
Discussion: Ownership
A Pedagogy for Personalisation
A Framework for e-Learning
What Next?
3. Innovation Projects
DfES ICT Test Bed Project
E-Portfolio Evaluation
JISC/BECTA Transforming Curriculum Delivery
Interoperability: Repository and Portfolio
Distributed VLEs
Online Assessment Management
Transforming Assessment and Feedback
Learning Analytics
4. 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
15. DVLE – Integration Strategy
Recognised: user’s choice -
watch and learn
Recommended: user’s
choice – train and integrate
Arranged: institutional
provision with training
Core: institutional provision
with compulsory use and
consistent access
16. Ownership
Developing empowering cultures requires
skill, thought and a commitment to valuing
and exploring processes,
not just focusing on
the ‘product’
- Haigh, 1999
18. 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
20. Implications
• The framework should offer accessible choice that seeks to
optimise needs-satisfaction rather than offer choice for its own
Data
Integration sake;
• The framework must facilitate communication and
collaboration, not for their own sake but in the context of
Collaboration learning dialogues
• The framework must allow appropriate expression of
spontaneous and scientific concepts with both seen as
Independence aspects of the same developmental process
• The framework should emphasise the importance of the self
Assessment
and capable peer as an assessment parameter.
24. 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
28. What Next: Learning Design
Grainne Conole
http://cloudworks.ac.uk/cloud/view/4001
29. What Next: Learning Analytics
Learning analytics starts with the learner.
We need to make sure it gets back there again.
Learners
Intervention Data
Analytics
Clow, 2011 Suthers & Rosen, 2011
http://dougclow.wordpress.com/2011/03/11/marx-and-learning-analytics-towards-a-praxis-of-educational-improvement/
http://www.slideshare.net/suthers/suthers-rosen-learning-analytics-and-knowledge-2011
30. Summary
The framework does not proscribe particular
software but instead positions technology as
a cultural tool representative of complex
processes
Personalised learning may provide the
context for assessing the capabilities of e-
learning systems
James Ballard
jimbonda@gmail.com
@jameslballard
Editor's Notes
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.
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
For Vygotsky an independent learner is the result of learning rather than a premise for it.
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.