MM8 ossiannilsson personal

Dr. Ebba Ossiannilsson

MoodleMooc8_Ossiannilsson_Personal vs Personalization

Personal and Personalized Learning, what do we really

mean by this?Dr. Ebba Ossiannilsson

EDEN FELLOW

OPEN EDUCATION FELLOW

Senior Consultant

V President Swedish Association for Distance Education

E-learning Quality Expert

EADTU and ICDE Quality reviewer,E-learning and MOOCs

May 15th 2016

http://integrating-technology.wiziq.com/online-class/3754783-mm8-personal-and-personalized-learning-with-dr-ebba-ossiannilsson

Why education need to change

• Levels of disengagement

• Today’s complex world needs students who are capable in different ways

• To meet future skill needs and a recognition that we need students with a different set of capabilities.

• Creativity expert Ken Robinson became a TED-talk phenomenon as a result of his savage critique of assembly-line schooling. He called for a radical rethink of the school system so that it nurtures, rather than undermines, creativity.


http://www.fya.org.au/2016/04/20/big-data-reveals-the-skills-young-people-need/

http://www.mitchellinstitute.org.au/opinion/capabilities-are-the-new-currency-for-success-in-life/

https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en

We are all Collaborators

• Education professor John Hattie reminds us that:

• “the biggest effects on student learning occur when teachers becomelearners of their own teaching, and when students become their ownteachers”.

• In other words, what’s needed is a rethinking of roles for teachers and students.


http://www.education.vic.gov.au/Documents/about/research/ravisiblelearning.pdf

What if young people designed theirown learning?



S Downes (2016)

•”We hear the phrase ‘personalized learning’ a lotthese days, so much so that it has begun to loseits meaning. Wikipedia tells us that it is the “tailoring of pedagogy, curriculum and learningenvironments by learners or for learners in order to meet their different learning needs and aspirations.””


S Downes• Even this short definition provides us with several dimensions across which

personalization may be defined. Each of these has been the subject of considerabledebate in the field:

• Pedagogy – do we need to differentiate instruction according to student variables or ‘learning styles’, or is this all a big myth?

• Curriculum – should students study the same subjects in the same order, beginning with‘foundational’ subjects such as reading or mathematics, or can we vary this order for different students?

• Learning environments – should students work in groups in a collaborative classroom, or can they learn on their own at home or with a computer?

• In personalized learning today, the idea is to enable technology to make many of thesedecisions for us. For example, adaptive learning entails the presentation of different course content based on a student’s prior experience or performance in learning tasks.

• What these approaches have in common, though, is that in all cases learning is something that is provided to the learner by some educational system, whether it be a school and a teacher, or a computer and adaptive learning software.


S Downes

• But the question is whether we should apply these methods, for two reasons.

• First, individual variability outweighs statistical significance. We see this in medicine. While, statistically, a certain treatment might make the most sense, no doctor would prescribe such a treatment without first assessing the individualand making sure that the generalization actually applies, because in many cases it doesn’t, and the doctor is sworn to ‘do no harm’.

• Second, and perhaps more importantly, it shouldn’t be up to the educationsystem to determine what a person learns, how they learn it, and where. Manyfactors go into such decisions: individual preferences, social and parentalexpectations, availability of resources, or employability and future prospects. The best educational outcome isn’t necessarily the best outcome


S Downes

• In the case of personal learning, the role of the educational system is not to provide learning, it is to support learning. Meanwhile, the decisions aboutwhat to learn, how to learn, and where to learn are made outside the educational system, and principally, by the individual learners themselves.

• Personal learning often begins informally, on an ad hoc basis, driven by the need to complete some task or achieve some objective. The learning is a means to an end, rather than the end in itself. Curricula and pedagogy areselected pragmatically. If the need is short term and urgent, a simple learning resource may be provided. If the person wants to understand at a deep level, then a course might be the best option.


S Downes

• Personalized learning is like being served at a restaurant. Someone else selects the foodand prepares it. There is somecustomization – you can tell the waiter how you want your meatcooked – but essentiallyeveryone at the restaurant gets the same experience.


S Downes

• Personal learning is like shopping at a grocery store. You need to assemble the ingredientsyourself and create your ownmeals. It’s harder, but it’s a lotcheaper, and you can have an endless variety of meals. Sure, you might not get the best mealspossible, but you control the experience, and you control the outcome.


S Downes

• Ultimately, if people are to become effective learners, theyneed to be able to learn on theirown. They need to be able to find the resources they need, assemble their own curriculum, and forge their own learningpath. They will not be able to rely on education providers, because their needs are toomany and too varied.



Bag Packers


Learning happens in the cracks between everything else that is going on in formal education systems, so we have to make sure that those cracks/spaces are there (Downes, Keynote presentation delivered to Educational Technology Summit, Istanbul, Turkey, slide 14 2016).MoodleMooc8_Ossiannilsson_Personal vs Personalization

http://www.edtechturkey.com/

D Cormier

• The Society is the curricula


Linear vs Rhizomatic learning


21st century Skills

•Read, Write, Connect

•Learn, Reflect, Share

•Do, Teach, Watch

•Present, Document, Disseminate



21st Century Skills



www2.hcs.sa.edu.auMoodleMooc8_Ossiannilsson_Personal vs Personalization




Teachers need to strike the balance between

encouraging independent learning and providing

students with guidance. They have a key role in

cultivating confident, curious learners who can take

risks and learn from their mistakes.

Feedback loops are critical, with students and

teachers providing regular feedback to each other to achieve quality learning.


http://www.aitsl.edu.au/docs/default-source/learning-frontiers-resources/insights-and-ideas-issue-2.pdf?sfvrsn=2

Challenges ahead

• Unbundling

• Leadership

• Re-think, re-shape, re….almost everything

• Glocalisation

• Let the learners orchestra their own learning



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