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How Far Has Web 2.0 Enabled Personalisation? A Tale of Two Projects

How Far Has Web 2.0 Enabled Personalisation? A Tale of Two Projects. Neil Currant, University of Bradford and Leeds Metropolitan & Christopher Murray, University of Leeds. Aims .

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How Far Has Web 2.0 Enabled Personalisation? A Tale of Two Projects

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  1. How Far Has Web 2.0 Enabled Personalisation? A Tale of Two Projects Neil Currant, University of Bradford and Leeds Metropolitan & Christopher Murray, University of Leeds

  2. Aims • Considered the impact of personalised learning and ownership through a comparison of institutional and non-institutional tools • Explored issues of implementation • Experienced how web 2.0 can be used to personalised learning

  3. What Is Personalisation? • Learner Control? • Different Materials? • Location and Time? • To Collaborate or Not? • Learner Choice?

  4. Institutional Tools • In ELP project 3 groups used institutional tools • Creation of e-portfolios to assist transition, for assessment and for professional development • Implemented in colleges, schools, university and the workplace

  5. Features • Private reflective area • Share work and reflection with FP or other students • Message board facility • Single sign-in

  6. Ownership

  7. Comments on Ownership • Design-“Because when you log in the logo is Leeds University” • Feedback-“You do what you want on it but the university still has input” • Work-”It’s personal to me and most useful to me” • Assessment impacted on ownership!

  8. Discussion • How do you encourage ownership/personalisation?

  9. Non –Institutional tools Lesson learnt

  10. Background • 16-19 BME students from Leeds who were previously involved in Junior Windsor Fellowship Programme • Independent learning Progression Module • Assessed E-portfolio used to provide evidence of learning • Once monthly face to face sessions

  11. Tools – outside direct institutional control & ‘personalisable’ • PebblePAD e-portfolio • Evidence of learning • assessed • Google group • Peer communication • Tutor communication • Messenger (MSN / Yahoo) • 1to1 learner / tutor communication

  12. Getting started • Setting up accounts • E-portfolio • Google group • Adding friends to Messenger • Issues • Student email addresses (all tools need an email account to set-up) • Self registration v. Tutor registration • Multiple usernames needed

  13. Keeping Going 1 • Google group did not ‘take off’ • username / password issue • Some students came from same school • Number of messages posted after training session: 2 • Content of messages: password / login issues

  14. Keeping Going 2 • Messenger • ‘private space?’ • Age issue • Users who I was able to add: 11 (out of 20) • Users who added me: 7 • Conversations held: 2 • Content of conversations: 1) a general hello, 2) encouragement to carry on the module after student had missed some face to face sessions.

  15. Keeping Going 3 • Independent learning • Not used to setting own deadlines and working in this way.

  16. Experience of certain tools

  17. Contribute content online

  18. Communication tools used

  19. Lessons learnt • Students prefer mobile for communication and real time (e.g MSN) over delayed (email) • Mainly consumers of content rather than creators • Independent learning needs to be developed and encouraged more • Not as familiar with internet tools as expected • Issues of being outside the institution

  20. Discussion • Is using non-institutional tools: • Sustainable? • Too risky? • More flexible? • More personlised? • Can we „piggy-back“ on learners personal tools? • Do we need to create formal personal learning tools?

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