personal learning journeys through ict

Personal Learning Journeys using ICT

Islington Heads Group

7th November 2008

Miles BerryHead, Alton Convent Prep

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Miles Berry

• Head of Alton Convent Prep

• Formerly deputy head and information systems manager at St Ives School, Haslemere

• Becta ICT in Practice Award for Primary Teaching, 2006

• Primary VLEs, blogging, Web 2.0, Knowledge Management

• Open Source: Moodle, Elgg, Edubuntu

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• Learning Journeys

• 2020 Vision

• Autonomy

• Social Learning

• Every Child Matters

• Assessment for Learning

• Fitting the pieces together

• Personalised CPD

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Smith, 1801, via Tufte 1990

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Start address: LondonEnd address: DoverDistance: 78.9 mi (about 1 hour 53 mins)‏ 1. Head south from Saint Margaret Street - go 250 ft2. Continue on Abingdon Street - go 0.2 mi3. Continue on Millbank - go 0.2 mi4. At the roundabout, take the 2nd exit onto Millbank - go 0.5 mi5. Turn left at Vauxhall Bridge Road - go 0.3 mi6. Turn left at Wandsworth Road - go 213 ft7. Bear right at Kennington Lane - go 0.2 mi8. Turn right at Durham Street - go 0.1 mi9. Turn left at Harleyford Road - go 0.1 mi10. Turn right at Kennington Oval - go 0.2 mi11. Bear right at Harleyford Street - go 0.1 mi12. Bear left at Camberwell New Road - go 0.1 mi13. Turn right at Brixton Road - go 1.5 mi14. Continue on Effra Road - go 0.4 mi15. Continue on Tulse Hill - go 1.1 mi16. Bear left at Thurlow Park Road - go 0.8 mi17. Bear left at Dulwich Common - go 0.3 mi18. Bear left at Dulwich Common - go 0.6 mi19. Turn right at Lordship Lane - go 0.2 mi20. Bear left at London Road - go 0.5 mi21. Turn left at Devonshire Road - go 0.1 mi22. Bear right at Waldram Crescent - go 0.3 mi23. Turn left at Sunderland Road - go 0.1 mi24. Turn right at Stanstead Road - go 0.9 mi25. Turn left at Catford Road - go 0.4 mi26. Bear left at Rushey Green - go 0.1 mi27. Bear right at Brownhill Road - go 1.0 mi28. Continue on Saint Mildreds Road - go 0.4 mi29. Bear left at Baring Road - go 216 ft30. Continue on Westhorne Avenue - go 0.7 mi31. At Clifton's Roundabout, take the 3rd exit onto Sidcup Road – go 2.7 mi32. Continue on A20 - go 6.7 mi33. Bear right at M20 - go 50 mi34. Continue on A20 - go 7.1 mi35. At Western Heights Roundabout, take the 2nd exit onto A20 - go 0.3 mi36. At Limekiln Roundabout, take the 1st exit onto A20 - go 0.2 mi37. At Prince of Wales Roundabout, take the 1st exit onto A20 - go 0.3 mi38. At York Street Roundabout, take the 1st exit onto York Street - go 0.3 mi39. At A256, take the 2nd exit onto Priory Road - go 0.1 mi40. Bear left at High Street - go 186 ft41. Turn right at Ladywell - go 0.1 mi42. Continue on Park Street - go 0.1 mi43. Turn right at Maison Dieu Road - go 97 ftThese directions are for planning purposes only. You may find that construction projects,traffic, highway men, or other events may cause road conditions to differ from the map results.

Google, 2006

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Tomtom,2005 via GPSreviewnet, 2005 6

Google, 2006 7

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Personalised Learning

2020 Vision

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High quality teaching

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Assessment that promotes progress

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Summative assessment and the national curriculum

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Pupils taking ownership of their learning

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Engaging parents and carers in their children’s education

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Designing schools for personalising learning

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Skills for personalising learning

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A strategy for systemic innovation

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Ensuring a strong focus on progress for all pupils

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Establishing an entitlement to personalising learning

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Virtual Learning Environment

Discussions

Immediate feedback

Range of resources

Range of activitiesCollaborative work

Review the lesson

Taking the best of the classroom and making it available at home

Primary Learning Platforms

• Rich and stimulating learning environment

• Learning through experience

•DIY resources

•Creativity and collaboration

• Social learning

• Informal, independent learning

• Experiment and play

Personalised Learning

Another view

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Education

Our concept of an educated person is of someone who is capable of delighting in a variety of pursuits and projects for their own sake, and whose pursuit of them and general conduct of life are transformed by some degree of all round understanding

R S Peters, 197222

Choice and Voice

The DfES is proud of the way it has placed choice and voice at the heart of its policy making and service delivery. The recently published ‘Five Year Strategy for Children and Learners’ sets out the Department’s plans to radically reshape the system for delivering education and children’s services so that its central characteristic will be personalisation – a system that fits the individual rather than the individual fitting the system.

Evidence to public administration select committee inquiry into choice, voice and public services, 2004

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Personalisation through Participation

• A more customer-friendly interface with existing services

• More say in navigating their way through services

• More say in how money is spent

• Users as co-designers and co-producers of services

• Self-organization - the public good emerging from within society

Leadbeatter, DEMOS, 2004 24

The Learner’s CharterAs a learner I expect:

• Choices

– To take joint responsibility for and be seen as an active agent in determining my own learning priorities

• Skills and knowledge

– To draw upon and make connections between the expertise and competencies I develop across all areas of my life

• Appropriate learning environments

– To have access to people who are able to extend and develop my understanding in my chosen areas.

• Feedback

– To achieve recognition for learning that enables me to progress within the wider community

Futurelab 25

Home use of ICTValentine, Marsh and Pattie 2005

Children who have more opportunities to access information/educational opportunities outside of school are more likely to be motivated by school work.

Home school links [have] the potential to radically extend pupils learning opportunities beyond the school and the school day.

The digital divide in terms of hardware is now so narrow that schools need to begin to address this so that they can exploit the opportunities ICT offers in relation to homework and for developing home-school links.

Given the high level of interests many children demonstrated in online communication, this is an area which could be utilised when setting tasks. 26

Their Space

The use of digital technology has been completely normalised by this generation, and it is now fully integrated into their daily lives. The majority of young people simply use new media as tools to make their lives easier… Almost all are now also involved in creative production, from uploading and editing photos to building and maintaining websites. … many children we interviewed had their own hierarchy of digital activities when it came to assessing the potential for learning… they were very conscious that some activities were more worthwhile than others.

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The Long Tail

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Personalised Learning

Who personalises the learning?

How does EdTech in schools put the learner at the centre? What about choice and voice?

How can we recognise and support independent and informal learning?

Does personalised have to mean individual and independent?

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Web 2.0

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Web 2.0

• Inquiry

• Literacies

• Collaboration

• Publication

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Profile

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Blog

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E-portfolio

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Tags, Network

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Wikis

• Writing for an audience

• Proofreading, fact checking

• Awareness of different perspectives

• Evaluation and Discernment – issues of trust, ownership and authority

• Social construction

• Policy documents 35

Blogs

Creating not just consuming

Writing for pleasure

Informal learning

Personalisation – choice and voice

Self esteem

Shared blogs

Reflection and review 36

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Podcasts

• Multimodal literacy

• Speaking and listening!

• Engagement

• Accessibility

• Lesson recording

• E-Portfolios

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Photo-sharing

• As a resource

• Visual literacy

• Research

• Recording

• The world through others’ eyes

• Common interests

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Bookmark Sharing

• Sharing resources

–Pupil – pupil

–Teacher - pupil

–Teacher - teacher

• Learner responsibility

• Independent learning

• Peer support

• Course tags46

Supporting Assessment for Learning

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Web 2.0 and the Wisdom of Crowds

• Tagging

• Recommendations

• Social network

• RSS

• Ratings

• Comments

• Wiki

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Data Mining

• Better informed decisions

• Management

• Teachers

• Parents

• Pupils

• Log files...

• Trends

• Patterns

• Correlations

• Exceptions51

Towards Web 3.0

• The semantic web

• Standards and specifications

• Interoperability

• AIBerlanga and García (2005)

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The personal online space

"in the future it will be more than simply a storage

place - a digital space that is personalised, that remembers what the learner is interested in and suggests relevant web sites, or alerts them to courses and learning opportunities that fit their needs."

Ruth Kelly's introduction to Harnessing Technology, 2005

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Technology to ensure Every Child Matters

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Parental Engagement

• Communication

• Access

• Data

• Resources

• Work

• Lessons

• Collaborators

• Privacy issues

Homer Township Public Library

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E-Portfolio• Seamless access

• Multiple users

• Self

• Peers

• Parents

• Teachers

• Examiners

• Employers

• Writing for an audience

• Granular control

• Commenting

• Linking

• Ownership? 56

Devices

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Home access

• Digital Divide

• Home Access Task Force

• Connectivity

• Broadband

• WIFI/WIMAX

• 3G

• Femto cells

• Mesh networks

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Fitting the pieces together

VLEs, PLEs, MLEs

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Scott Wilson, 2005 64

PLE

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James Farmer, 2006 66

MLE

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Personalised CPD

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Resources

National Digital Resources Bank

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Communities

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What is the role of

teachers in learners' construction of

knowledge?

• Builder’s merchant?

• Construction worker?

• Planning authority?

• Architect?

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Contact details...

mberry@bcs.org

milesberry.net

www.altonconvent.org.uk75