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.


<ul><li> 1. Personalised LearningA Framework for e-LearningJames BallardCDE Lunchtime Session</li></ul> <p> 2. Overview Background: Personalisation Agenda Discussion: Ownership A Pedagogy for Personalisation A Framework for e-Learning What Next? 3. PersonalisationThe logic of education systems shouldbe reversed so that it is the, ratherthan the learner to the system. This isthe essence of personalisation.Personalisation and Digital Technologies 4. Consumer PersonalisationFordMcDonaldsAmazonAnything you like We have a Any colour asas long as its on recommendation long as its black the menu for you 5. Personalisation as Choice Choice of LearningChoice of ProviderOpportunity(social institution) (learningexperience)Mass customisation gives users have a degreeof choice over standardised modules.Personalised timing allows individual timings ofa users trip through a standard curriculum. 6. Contradictions?Applying Values such asmarket self-motivation, Poorlyconsumerism self-regulation, structuredto educationDisadvantaged andchoice maymay learners are educationalactively reducecompromiseleast likely to progress, arethe scope forthe principlesseek help not equallythe collectiveof equity on distributedactionwhich it is among culturesbased 7. Personalisation &amp; e-Learninge-learning isideally centred onthe set of studenttasks Learning activities can be classified by who is principally- Carr-Chellman &amp; Duchastel, 2000directing the activity: Self-directed Peer-directedTeacher-directed - Biggs, 2003 8. OwnershipDeveloping empowering cultures requiresskill, thought and a commitment to valuingand exploring processes,not just focusing onthe product- Haigh, 1999 9. Ownership Matrix 10. Workshop Activity (15mins) Where does a volcano get its power? In groups of 2-3 design a personalised learning activity for this topic.InformationAdaptive Assimilative Communicative ExperientialProductivehandling 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 thingis as important as what has already been learnt.Jackson and Ward, 2004 12. Personalisation 13. Personalised e-Learning2009 Discourse based framework Professional National Assessment PortfolioVLEInstitutionalPLPPortal SocialPersonal 14. Implications Data integration and user interaction with choice must be accessible;Data The framework should seek to optimise needs-satisfaction rather than offer Integrationchoice for its own sake; The framework must facilitate communication and collaboration, not forCollaborationtheir own sake but in the context of learning dialogues The framework must allow appropriate expression of spontaneous andscientific concepts with both seen as aspects of the same developmentalIndependenceprocess The framework should emphasise the importance of the self and capableAssessmentpeer as an assessment parameter. 15. Process and OwnershipComplexity Matrix - ProcessCustomisation Matrix - OwnershipStacey, 2002 Gilmore and Pine, 1997 16. Assessing learners achievementand learning needsAssessment Approaches E-Assessment PyramidMartin, 2008 17. Expanding the FrameworkVLESupports instructional delivery with rational process monitored against well definedlearning outcomes. Dynamic assessment identifies learning needs and transparentcustomisation allows the teacher to differentiate activities to meet these needs andaccount 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 inrelation to that vision. Adaptive customisation affords learners standard tools ( 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-PortfolioA collaborative space where learners participate in the design stage exploring ideasinvolving complex processes representing creativity, reflection, and new modes ofoperating. The portfolio assessment framework is useful for transdisciplinaryprojects such as enquiry based learning 18. A Framework for e-LearningTool Process Ownership Assessment (Decision Making) (Customisation)VLERationalTransparent DynamicE-PLPJudgemental AdaptiveFormativeE-Assessment Political CosmeticSummativeE-Portofolio Complex Collaborative Portfolio 19. A Framework for e-Learning Transformative? 20. Conclusion Personalised learning may provide the contextfor assessing the capabilities of e-learningsystems The framework does not proscribe particularsoftware but instead positions technology as acultural tool representative of complex processes</p>