Personalised LearningA Framework for e-Learning

James Ballard

CDE Lunchtime Session

WIRELESS PASSWORD:Uol-conferencesPassword: obuthe

Overview

• Background: Personalisation Agenda

• Discussion: Ownership

• A Pedagogy for Personalisation

• A Framework for e-Learning

• What Next?

Personalisation

‘The logic of education systems should be reversed so that it is the system that conforms to the learner, 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

Ford

Any colour as long as it’s black

McDonalds

Anything you like as long as it’s on

the menu

Amazon

We have a recommendation

for you

Consumer Personalisation

Publisher Personalisation

‘The same technologies that transformed every other aspect of modern life can transform education, provide our businesses with the talent they need to thrive, and give hundreds of millions of young people at the fringes of prosperity the opportunity to make their own mark on this global economy……our challenge is to learn from what works best. My company is determined to try – in a big way.’

- Rupert MurdochMay 24 2011

Education is the last holdout from the digital revolution

Personalisation as Choice

Choice of Provider

(social institution)

Choice of Learning

Opportunity

(learning experienc

e)‘Mass customisation’ gives users have a degree of choice over standardised modules.

‘Personalised timing’ allows individual timings of a user’s trip through a standard curriculum.

Contradictions?

Applying market consumerism to education may compromise the principles of equity on which it is based

Values such as self-motivation, self-regulation, and educational progress, are not equally distributed among cultures

Disadvantaged learners are least likely to seek help

Poorly structured choice may actively reduce the scope for the collective action

Personalisation & e-Learning

‘e-learning is ideally centred on the set of student tasks’- Carr-Chellman & Duchastel, 2000

Learning activities can be classified by who is principally

directing the activity:Self-directed

Peer-directedTeacher-directed

- Biggs, 2003

Ownership

Developing empowering cultures requires skill, thought and a commitment to valuing and exploring processes,not just focusing on the ‘product’- Haigh, 1999

Attachment (belonging)

Containment (safety)

Communication (openness)

Involvement (citizenship)

Agency (participation)

Ownership introduces the understanding of both product and process and explores the extent to which ownership can be transferred.

Ownership Matrix

Workshop Activity (15mins)

Where does a volcano get its power? In groups of 2-3 design a personalised learning activity for this topic.

Adaptive

• Modelling• Simulation

Assimilative

• Listening• Reading• Viewing

Communicative

• Debating• Discussing• Presenting

Experiential

• Applying• Experiencing• Exploring• Investigating• Mimicking• Performing• Practising

Information handling

• Analysing• Classifying• Gathering• Manipulating• Ordering• Selecting

Productive

• Composing• Creating• Critiquing• Drawing• Producing• Re-mixing• Synthesising• Writing

Conole and Fill, 2004

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

21st Century Work?

Personalisation

Personalised e-Learning

Professional

Social

National

Institutional

Personal

VLEPortfolio

PLP

Assessment

2009 – Discourse based framework

Portal

Implications

Data Integration

•Data integration and user interaction with choice must be accessible;

•The framework should seek to optimise needs-satisfaction rather than offer choice for its own sake;

Collaborati

on

•The framework must facilitate communication and collaboration, not for their own sake but in the context of learning dialogues

Independence

•The framework must allow appropriate expression of spontaneous and scientific concepts with both seen as aspects of the same developmental process

Assessment

•The framework should emphasise the importance of the self and capable peer as an assessment parameter.

Process and Ownership

Complexity Matrix - Process Customisation Matrix - Ownership

Stacey, 2002 Gilmore and Pine, 1997

Assessing learners’ achievement and learning needs

Portfolio

Formative

Dynamic

Summative

Intelligent Measurement (Generation 4)

Continuous Measurement (Generation 3)

Adaptive Testing

(Generation 2)

Computerised Testing

(Generation 1)

Martin, 2008

E-Assessment PyramidAssessment Approaches

Expanding the FrameworkVLE

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

A Framework for e-Learning

A Framework for e-Learning

A Framework for e-Learning

Tool Process(Decision Making)

Ownership(Customisation)

Assessment

VLE Rational Transparent Dynamic

E-PLP Judgemental Adaptive Formative

E-Assessment Political Cosmetic Summative

E-Portofolio Complex Collaborative Portfolio

A Framework for e-Learning

• Impulses for change do not arise from privilege but from underprivilege - the learner voice may increasingly become a platform for transformationCommunicative

Action

• Online learning may hold the potential to transform the current monolithic education system to one based on individual student needsDisruptive

Innovation

Transformative?

Grainne Conolehttp://cloudworks.ac.uk/cloud/view/4001

What Next: Learning Design

What Next: Learning Analytics

Learners

Data

Analytics

Intervention

Suthers & Rosen, 2011http://www.slideshare.net/suthers/suthers-rosen-learning-analytics-and-knowledge-2011Clow, 2011

http://dougclow.wordpress.com/2011/03/11/marx-and-learning-analytics-towards-a-praxis-of-educational-improvement/

Learning analytics starts with the learner. We need to make sure it gets back there again.

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 Ballardj.ballard@ulcc.ac.uk

@james_ulcc