personalising learning in a connected world
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DESCRIPTIONPersonalising learning in a connected world. Niel McLean, Executive Director, Institutional and Workforce Development, Becta. BETT 08 Friday, 11 January 2008. Educational challenges. Continuous change Scale High expectations New roles New relationships New paths - PowerPoint PPT Presentation
Personalising learning in a connected worldNiel McLean, Executive Director, Institutional and Workforce Development, BectaBETT 08 Friday, 11 January 2008
Educational challengesContinuous change
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 learnersProvide 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 focusFixed MobileIndividual dataData reservoirsTeacher-ledLearner-ledPeripheralCriticalDisconnected management, curriculum and assessmentLearning platforms focused on improving learning and personalisationA nice bit of kitIndustrial strength solutionsContentServices
Learner driversBook generation
Drilled by rotePassiveLearn with peersLearn at schoolCoerced to learnLearning year based on agrarian yearNo access to technologyScreen generation
Learn by involvementActiveLearn with peersLearn at school and homePersuaded to learnLearning year equals agrarian yearConfronted by technologyWrap 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 bookListen to a teacher talking for a long timeHave a class discussionTake notes while my teacher talks Work in small groups to solve a problemHave a drink of water when I need itWork on a computerListen to background musicHave activities that allow me to move aroundCreate pictures or maps to help me remember Have a change of activity to help focusWhich 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 worldTeach my classmates about something Base: All pupils (2,417)Source: Ipsos MORIHave people from outside to help me learnLearn outside in my schools grounds 33%
55%39%35%31%21%19%16%14%12%9%9%8%5%6%3%1%In groupsBy doing practical thingsWith friendsBy using computers AloneFrom friendsWith your parentsBy practisingBy copying By thinking for yourselfOtherFrom others In which three of the following ways do you prefer to learn?From teachersBy seeing things doneIn silenceAt a museum or libraryBase: 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 Ive 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 learners choicesDiana Laurillard
Views of ICT learningLearner as consumer - where educational content is delivered to the learner.
Gareth Mills QCA
Gareth Mills QCALearner 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.SELECTROUTESGAINACCESSLEARN/DEVELOPACHIEVEENGAGEGAINRECOGNITION
SELECTROUTESGAINACCESSLEARN/DEVELOPACHIEVEENGAGEGAINRECOGNITIONTutorsPlacesResourcesLocationsFacility providerLearning pathwayRequired qualificationDelivered qualificationsTime commitmentLearning facilitatorLearner recordQualificationsLearning schedulePersonal objectivesLearnerDefined interactions engagement exampleContentCase StudiesAssessmentKnowledge providerCurriculum
SELECTROUTESGAINACCESSLEARN/DEVELOPACHIEVEENGAGEGAINRECOGNITIONTutorsPlacesResourcesLocationsFacility providerLearning pathwayRequired qualificationDelivered qualificationsTime commitmentLearning facilitatorLearner recordQualificationsLearning schedulePersonal objectivesLearnerSelf-determined interaction engagement exampleContentCase StudiesAssessmentKnowledge providerCurriculum
One: Localised useTwo: Internal co-ordinationThree: Process redesignFour: Network redesign and embeddingFive: Redefinition and innovative useDegree of transformationRange of potential benefitsHighHighLowSource MITs 90Developing schools
A model:Impact on the learnerThe curriculumContinuityTeaching and learningAssessmentPeopleResourcesLeadership 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 isnt 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.