Personalising learning in a connected world

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.

The vision for technology Individuals maximise their potential through the personalisation of their learning and development.

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 Learner Support new approaches to teaching and learning – engaged learners Allow for this learning to be recognised appropriately – recognised learners

Teacher-led Learner-led The shift in ICT focus Fixed Mobile Individual data Data reservoirs Content Services Disconnected management, curriculum and assessment Learning platforms focused on improving learning and personalisation Peripheral Critical ‘A nice bit of kit’ ‘Industrial strength solutions’

Learner drivers Book generation Drilled by rote Passive Learn with peers Learn at school Coerced to learn Learning year based on agrarian year No access to technology Screen generation Learn by involvement Active Learn with peers Learn at school and home Persuaded to learn Learning year equals agrarian year Confronted by technology Wrap around technology generation Choose what and how to learn Responsible Learn with other learners Learn where appropriate Elect to learn No learning year Empowered by technology

Which three of the following do you do most often in class? Copy from the board or a book 52% Listen to a teacher talking for a long time 33% Have a class discussion 29% Take notes while my teacher talks 25% Work in small groups to solve a problem 22% Spend time thinking quietly on my own 22% Have a drink of water when I need it 17% Talk about my work with a teacher 16% Work on a computer 16% Listen to background music 10% Learn things that relate to the real world 10% Have activities that allow me to move around 9% Base: All pupils (2,417) Teach my classmates about something 8% Source: Ipsos MORI 7% Create pictures or maps to help me remember 7% Have a change of activity to help focus 4% Have people from outside to help me learn 3% Learn outside in my school’s grounds

In which three of the following ways do you prefer to learn? 55% In groups By doing practical things 39% With friends 35% By using computers 31% 21% Alone From teachers 19% From friends 16% By seeing things done 14% 12% With your parents 9% By practising Base: All pupils (2,417) 9% In silence By copying Source: Ipsos MORI 8% 5% At a museum or library By thinking for yourself 6% From others 3% 1% Other

Children and parents

Contributions of e-learning to the learner’s choices Personalised needs analysis. Access to information and guidance. Where will it get me? Assessment when ready. Formative feedback. Progress files and e-portfolios. How do we know I’ve learned? Adaptive, interactive learning environments. Adapting to learning style and pace. Personalised feedback and support. How will I learn? Partnerships offering flexible courses, modes, locations and patterns of study. How could I study? Curriculum choice through partnerships. Provider flexibility and online support. Online registration and funding transactions. What can I learn? Personalised needs-benefits analysis. Links to informal learning opportunities. Access to advice and guidance. Why should I learn? Diana Laurillard

Views of ICT learning Learner as ‘consumer’ - where educational content is ‘delivered’ to the learner. Gareth Mills QCA

Views of ICT learning 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. Gareth Mills QCA

The key processes: • Consulted across sectors to test validity. SELECT ROUTES GAIN ACCESS LEARN/ DEVELOP GAIN RECOGNITION ENGAGE ACHIEVE

Defined interactions – engagement example Required qualification Qualifications Personal objectives Learning schedule Delivered qualifications Time commitment Learning pathway Learner record Learner Learning facilitator SELECT ROUTES GAIN ACCESS LEARN/ DEVELOP GAIN RECOGNITION ENGAGE ACHIEVE Assessment Locations Facility provider Knowledge provider Curriculum Content Resources Places Case Studies Tutors

Self-determined interaction – engagement example Required qualification Qualifications Personal objectives Learning schedule Delivered qualifications Time commitment Learning pathway Learner record Learner Learning facilitator SELECT ROUTES GAIN ACCESS LEARN/ DEVELOP GAIN RECOGNITION ENGAGE ACHIEVE Assessment Locations Facility provider Knowledge provider Curriculum Content Resources Places Case Studies Tutors

Developing schools High Five: Redefinition and innovative use Four: Network redesign and embedding Degree of transformation Three: Process redesign Two: Internal co-ordination One: ‘Localised’ use High Low Range of potential benefits Source MITs 90

A model: The curriculum Impact on the learner People Teaching and learning Assessment Resources Continuity Leadership and management

Developing the framework • 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.

“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.

Thank you. niel.mclean@becta.org.uk

Personalising learning in a connected world