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Personalised learning
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.
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Personalised learning
- 1. Personalised Learning A Frameworkfor e-Learning James Ballard CDE Lunchtime Session
- 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
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- 6. Personalised Learning Professional Social National Personal Institutional
- 7. Personalised Learning Social Professional National Personal Institutional
- 8. Personalised Learning Professional Social National Personal Institutional
- 9. Personalised Learning Professional Social National Personal Institutional
- 10. Personalised Learning Professional Social Personal National Institutional
- 11. Personalised Learning Professional Social National Personal Institutional
- 12. Personalised Learning Building the e-confident system
- 13. Personalised Learning Framework Professional National Assessment Portfolio VLE Institutional PLP Portal Social Personal
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- 15. DVLE – IntegrationStrategy 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 culturesrequires skill, thought and a commitment to valuing and exploring processes, not just focusing on the ‘product’ - Haigh, 1999
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- 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
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- 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.
- 21. Personalised Learning Framework Professional National Assessment Portfolio VLE Institutional PLP Portal Social Personal
- 22. A Framework fore-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
- 23. Process and Ownership ComplexityMatrix - Process Customisation Matrix - Ownership Stacey, 2002 Gilmore and Pine, 1997
- 24. Expanding the Framework VLE Supportsinstructional 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
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- 26. Enhancing Assessment •Engagement Tracking Formative •Blind/Double Marking Portfolio (logs) •Group Submission •Completion/Progress •Learning/Development •Peer Assessment •Creative processes Tracking Plans •Criteria-based •Reflective practice •Peer Review assessment •Lifelong Learning Dynamic Summative
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- 28. What Next: LearningDesign Grainne Conole http://cloudworks.ac.uk/cloud/view/4001
- 29. What Next: LearningAnalytics 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 doesnot 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
- #21 For Vygotsky an independent learner is the result of learning rather than a premise for it.
- #23 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.
- #24 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
- #25 For Vygotsky an independent learner is the result of learning rather than a premise for it.
- #27 For Vygotsky an independent learner is the result of learning rather than a premise for it.
- #28 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.