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.

Thank you.

niel.mclean@becta.org.uk