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Personalisation through technology enhanced learning
Gráinne Conole, The Open University, UKE-Portfolio conferenceCity University, 24/06/09
Blog:www.e4innovation.com
Websites:ouldi.open.ac.uk
olnet.org
In memory of Prof. Robin Mason
+Technology-enhanced personalisationReflections on what personalisation means
in a technology-enhanced context
Snapshot of current perspectives on: technology trends, the nature of content, and the students of tomorrow
A framework for personalisation mapped against some case study examples
Pedagogical models for rethinking design
Questions on future perspectives
+A definition
Personalisation:To endow with personal or individual
qualities of characteristicsTo design or produce (something) to
meet someone’s individual requirements
+The changing context…
Three examples:E-portfolios and reflective practice
The VLE is dead!Everything is free!
+Reflective practice
+The VLE/LMS is dead!
+Education for free: CCK08 & discourse
ltc.umanitoba.ca/blogs/futurecourse/
Did we change the world? No. Not yet. But we (and I mean all course participants, not just Stephen and I) managed to explore what is possible online. People self-organized in their preferred spaces. They etched away at the hallowed plaque of “what it means to be an expert”. They learned in transparent environments, and in the process, became teachers to others. Those that observed (or lurked as is the more common term), hopefully found value in the course as well. Perhaps life circumstances, personal schedule, motivation for participating, confidence, familiarity with the online environment, or numerous other factors, impacted their ability to contribute. While we can’t “measure them” the way I’ve tried to do with blog and moodle participants, their continued subscription to The Daily and the comments encountered in F2F conferences suggest they also found some value in the course.
+From PLE to PDE…
What does your Personal Digital Environment consist of?
What does it say about you?
What do you do (types of activity)?How do you do it (what tools do you use)?Where do you do it (locations and contexts)?
+My Personal Digital Learning Environment
InformationWriting (Word)Finding (Google) Blogging (Wordpress)Presenting (Powerpoint)Recording (Audacity)
CommunicationWriting (Email)Talking (Mobile & skype)Texting (SMS & twitter)Learning (Audio conferencing)Presenting (Video conferencing)
Hardware: Laptop, iphone, ipod, portable hard disk, camera, flip video camera
Learning, research, work
Where: Dining room table, hot desking space, hotel rooms, airport lounges
Function Pre 2005 Now..
Text/Data Word, Excel Google docs
Presentation Powerpoint Slideshare, podcasts, YouTube
Finding info Google Google+, RSS feeds
Managing info Bibliographic tools, repositories, e-journals
Social bookmarking, blogs, wikis
Personal management
Microsoft exchange Shared calenders & to do lists
Communication Email, forums, chat Skype, elluminate, social networking
Visualisation Mindmaps Compendium, mind42, cohere
Shift from information to communication
Co-evolution of tools and practice
Conole, forthcoming in Lee and McLoughan
+Changing technologies
Ubiquitous & networkedContext and location awareMobile technologiesCloud computing
+Learning in the Cloud
Sclater, N. (2009)
Clouds are a large pool of easily usable and accessible virtualized resources (such as hardware, development platforms and/or services). These resources can be dynamically re-configured to adjust to a variable load (scale), allowing also for an optimum resource utilization. This pool of resources is typically exploited by a pay-per-use model in which guarantees are offered by the Infrastructure Provider by means of customized SLAs.Coming soon Google wave
+Virtual learning
+Changing content
Trend towards free content, tools & servicesRise of Open Educational Resource MovementNeed for new tools to find &useStill fundamental barriers to sharing & reuse
+Changing students Technologically immersed
Learning processes Task orientated, experiential,
cummulative
Attitudes and approaches group orientated, experiential,
able to multi-task, just in time mindset, comfortable with multiple representations
Disconnect between student & institutional approaches
Caution re: net gen claims, importance of taking account of student differences
Do seem to be age related changes taking place and these are strongly linked to social networking and the use of a range of new
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, PI roject
+Personalised and mobile Individualised
Personal Learning Environment
Synchronised information across devices
Location and context aware
+New learning spaces
Combining the affordances of new technologies with good pedagogy
Taking account of context, location and time
SKG: Learning Spaces project, Australia
+Converging practices
Modern technologies Modern pedagogy Web 2.0 practices
Location aware technologies
Adaptation & customisation
Second life/immersive worlds
Google it!
Badges, World of warcraft
User generated content
Blogging, peer critique
Cloud computing
From individual to social
Contextualised and situated
Personalised learning
Experiential learning
Inquiry learning
Peer learning
Open Educational Resources
Reflection
Distributed cognition
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Properties of learning spaces
Characteristics of good pedagogy
Affordances of new technologies
Intersections
PersonalisedSituativeSocialExperientialReflective
AdaptiveContextualNetworkedImmersiveCollective
FurnitureEquipmentLightLayoutNoise
+7 dimensions of Personal Learning1. Development of key skills
2. Improvement of student learner skills
3. Encourage learning through motivation
4. Learning environments for collaborative learning
5. New models of assessment
6. Technology as personal, cognitive and social tools
7. Teachers are keyJärvelä (2006)
+1. Key skills
Students taught to use conceptual and factual knowledge in purposeful activities in authentic environments
WISE project – (SecondReiff Aachen School of Architecture) Authentic real-time modeling environment in Second Life for Architecture students
Ancient Spaces – (British Columbia) students move in a virtual world, to get new insight into the subject matter (Ancient Spaces)
Focus Examples
+2. Learner skills
Improvement of student learner skills
Personal Inquiry Project – development of inquiry-based learning skills for students to enhanced their understanding of Science
Mundo des estrellas – young people in hospitals, interactive gaming, life swapping and sharing of experience
Focus Projects
+3. Motivation
Encourage learning through building motivation
Multiple delivery channels and media: Content on iTunes, podcasts and YouTube videos as alternatives to text, student generated content
Notschool – virtual home schooling for disaffected children
Focus Examples
+4.Collaboration
Designing new learning environments for collaborative learning
CSCL pedagogical patterns – Jigsaw, ArgueGraph, Concept Grid script
LeMill – teacher sharing and collaboration, social tagging of resources
Wlker’s Wikinomics – collaborative co-construction of understanding of Economics
Focus Examples
+5. Assessment
Devising new models of assessment
REAP project – distillation of good practice in assessment into a set of guiding principles
Utilization of technologies to support diagnostic, formative and summative assessment, as well as peer assessment
Focus Example
+6. Appropriation
The use of technology as a personal, cognitive and social tool
SCHOME – a rich multimedia environment, focus is gifted students, an open pedagogy approach
Pebblepad: e-Portfolio, a “Personal Learning System”
Focus Examples
+7. Support
Remembering that teachers are key
OU Learning Design Initiative – range of tools, methods and approaches to support the learning design process
Olnet – global network to support researchers and users of Open Educational Resources
Focus Example
+Pedagogies of the future
Context, shift from: Individual to social; Information to experience Generic to contextual Web 1.0 to Web 2.0 practices
Three examples: Task timeline Pedagogy profile Curriculum map
+Task timeline view
+
Block 1
Block 2
Block 3
Total
Pedagogy profile
Block 1 5 3 4 1 0 0 4
Block 2 6 3 3 3 3 2 4
Block 3 6 3 3 3 4 3 4
Total 17 9 10 7 7 5 12
Conole, 2008 in Lockyer et al.
+En rumbo OU Spanish Course
L140 En rumbo Task Profile Review
34.50
2.50 3.25
13.0014.75
0.75 0.000.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
Stu
den
t H
ou
rs
Task Type
PM
33
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Guidance & support
Evidence & demonstration
Communication & interaction
Information & experience
Thinking & reflection
Curriculum mapping
+ Curriculum mapping
Guidance and support “Learning pathway”Course structure and timetableCourse calendar, study guide, tutorials
Information and experience “Content and activities”Could include course materials, prior experience or student generated contentReadings, DVDs, podcasts, lab or field work, placements
Communication and interaction “Dialogue”Social dimensions of the course, interaction with other students and tutorsCourse forum, email
Thinking and reflection “Meta-cognition”Internalisation and reflection on learningIn-text questions, notebook, blog, e-portfolio,
Evidence and demonstration “Assessment”Diagnostic, formative and summativeMultiple choice quizzes, TMAs, ECA
+ Value?GC
36
Guidelines for curriculum design
Comparing between courses
Deconstruction of existing learning activities
Checklist of good practice
Reflective evaluation
+Final thoughts Students increasingly digital – demands on institutions?
Students and teachers - personalised environment of tools vs. institutional tools?
What new forms of blended learning spaces are needed?
How do we support new approaches to design and delivery of courses to make more effective use of technologies and lead to an enhance student learning experience?
How do we take account of a digital divide that is ever narrower but deeper?
What new digital literacy skills will learners and teachers need ?
What new pedagogical models are needed to marry the affordances of personalisation with the best affordances of technologies?
How do we account for blurring boundaries (real/virtual, formal/informal, etc)?
+References Conole, G., De Laat, M., Dillon, T. and Darby, J. (2008),
‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology’, Computers and Education, Volume 50, Issue 2, February 2008, Pages 511-524.
Conole, G. (submitted), Personalisation through technology-enhanced learning, in J. O’Donaghue (ed), Technology Supported Environment for Personalised Learning: Methods and Case Studies, IGI Publications.
Conole, G. (forthcoming), Stepping over the edge: the implications of new technologies for education in M. Lee and C. McLouglin (forthcoming), Web 2.0-based e-learning: applying social informatics for tertiary teaching, Hersey, PA: ICI Global.
Johnson, L., Levine, A., & Smith, R. (2009), The 2009 Horizon Report. Austin, Texas: The New Media Consortium.
+References
Iiyoshi, T. and Kumar, M.S.V. (2008) (Eds), Opening up education – the collective advancement of education through open technology, open content and open knowledge, MIT Press: Cambridge, Massachuetts, available online at http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11309&mode=toc, last accessed 5/2/09.
NSF (2008), Fostering learning in the networked world: learning opportunity and challenge. A 21st Century agenda for the National Science Foundation, report of the NSF task force on cyberlearning, available online at http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf08204, last accessed 8/2/09.
Sclater, N. (2009), Elearning in the Cloud, 'International Journal of Virtual and Personal Learning Environments', IGI Publishing (forthcoming)