personalising learning in a connected world niel mclean, executive director, institutional and...
TRANSCRIPT
Personalising learning in a connected world
Niel McLean, Executive Director, Institutional and Workforce Development, Becta
BETT 08Friday, 11 January 2008
Educational challenges
•Continuous change
•Scale
•High expectations
•New roles
•New relationships
•New paths
•Changing nature of childhood.
Individuals maximise their potential through the personalisation of their learning and development.
The vision for technology
LearnerSupport new approaches to teaching and learning –engaged learners
Provide all learners, irrespective of their personal circumstances, with access to learning where and when they need it, in a way that recognises their diverse learning needs – supported learners
Allow for this learning to be recognised appropriately – recognised learners
The shift in ICT focus
Fixed Mobile
Individual data Data reservoirs
Teacher-led Learner-led
Peripheral Critical
Disconnected management, curriculum and assessment
Learning platforms focused on improving learning and personalisation
‘A nice bit of kit’ ‘Industrial strength solutions’
Content Services
Learner drivers
Book generation
Drilled by rotePassiveLearn with peersLearn at schoolCoerced to learnLearning year based on agrarian yearNo access to technology
Screen generation
Learn by involvementActiveLearn with peersLearn at school and homePersuaded to learnLearning year equals agrarian yearConfronted by technology
Wrap around technology generation
Choose what and how to learnResponsibleLearn with other learnersLearn where appropriateElect to learnNo learning yearEmpowered by technology
52%
29%
25%
22%
22%
17%
16%
16%
10%
10%
9%
8%
7%
7%
4%
3%
Copy from the board or a book
Listen to a teacher talking for a long time
Have a class discussion
Take notes while my teacher talks
Work in small groups to solve a problem
Have a drink of water when I need it
Work on a computer
Listen to background music
Have activities that allow me to move around
Create pictures or maps to help me remember
Have a change of activity to help focus
Which three of the following do you do most often in class?
Spend time thinking quietly on my own
Talk about my work with a teacher
Learn things that relate to the real world
Teach my classmates about something Base: All pupils (2,417)
Source: Ipsos MORI
Have people from outside to help me learn
Learn outside in my school’s grounds
33%
55%
39%
35%
31%
21%
19%
16%
14%
12%
9%
9%
8%
5%
6%
3%
1%
In groupsBy doing practical thingsWith friends
By using computers
Alone
From friends
With your parentsBy practising
By copying
By thinking for yourself
OtherFrom others
In which three of the following ways do you prefer to learn?
From teachers
By seeing things done
In silence
At a museum or library
Base: All pupils (2,417)
Source: Ipsos MORI
Children and parents
Why should I learn?
What can I learn?
How could I study?
How will I learn?
How do we know I’ve learned?
Where will it get me?
Personalised needs-benefits analysis.Links to informal learning opportunities.Access to advice and guidance.
Curriculum choice through partnerships.Provider flexibility and online support.Online registration and funding transactions.
Partnerships offering flexible courses, modes, locations and patterns of study.
Adaptive, interactive learning environments.Adapting to learning style and pace.Personalised feedback and support.
Assessment when ready.Formative feedback.Progress files and e-portfolios.
Personalised needs analysis.Access to information and guidance.
Contributions of e-learning to the learner’s choices
Diana Laurillard
Views of ICT learning
Learner as ‘consumer’ - where educational content is ‘delivered’ to the learner.
Gareth Mills QCA
Gareth Mills QCA
Learner as ‘producer’ - where the learner is provided with the tools to engage.
ICT is not simply a ‘conduit for content’ but a powerful tool for thinking.
Views of ICT learning
The key processes:
• Consulted across sectors to test validity.
SELECTROUTES
GAINACCESS
LEARN/DEVELOP ACHIEVEENGAGE
GAINRECOGNITION
SELECTROUTES
GAINACCESS
LEARN/DEVELOP ACHIEVEENGAGE
GAINRECOGNITION
Tutors
PlacesResources
Locations
Facility provider
Learning pathway
Required qualification Delivered
qualificationsTime
commitment
Learning facilitator
Learner record
QualificationsLearning schedule
Personal objectives
Learner
Defined interactions – engagement example
Content
Case Studies
Assessment
Knowledge provider
Curriculum
SELECTROUTES
GAINACCESS
LEARN/DEVELOP ACHIEVEENGAGE
GAINRECOGNITION
Tutors
PlacesResources
Locations
Facility provider
Learning pathway
Required qualification Delivered
qualificationsTime
commitment
Learning facilitator
Learner record
QualificationsLearning schedule
Personal objectives
Learner
Self-determined interaction – engagement example
Content
Case Studies
Assessment
Knowledge provider
Curriculum
One: ‘Localised’ use
Two: Internal co-ordination
Three: Process redesign
Four: Network redesign and embedding
Five: Redefinition and innovative use
Deg
ree
of t r
ansf
orm
a ti o
n
Range of potential benefits
High
HighLow
Source MITs 90
Developing schools
A model:
Impact on the learner
The curriculum
Continuity
Teaching and learning
Assessment
People
Resources
Leadership and management
• A model for self-review and guiding towards maturity.
• Developed and supported by all partner agencies.
• 100 professionals contributed to its development.
• Connects with the model of self-evaluation led by Ofsted.
• Accessed via an online self-review tool which offers additional facilities.
• Contains the national standard for ICT and enables progress towards and application for the ICT Mark.
Developing the framework
“Self-review framework isn’t just about ICT and, interestingly,
that is a key factor of its success. It focuses the mind on the whole spectrum of school
development.”
Steve Gator , Headteacher, Walker Technology College
The vision for technology
Individuals maximises their potential through the personalisation of their learning and development.