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Personalisation
Up one levelSome research and development work on the personalisation agenda
- Professional Standards for Teachers by Ian Terrell — last modified 2007-08-31 22:41
- These are the TDA standards required (Core, Post Threshold, Excellent Teacher and Advanced Skills Teacher). Use this web site for needs analysis and self assessment. Make sure your portfolio assignments can be used to demonstrate acehivementy of the appropriate standards.
- Proposed Draft Professional Teaching Standards by Ian Terrell — last modified 2006-10-16 13:22
- Pdf of draft standards
- Learning Styles Material by Ian Terrell — last modified 2006-11-07 18:28
- A link to the last years partnership site and the material on learning styles.
- Learning Styles Activity by Ian Terrell — last modified 2006-11-07 18:31
- Visit this link to consider three different approaches to analysing learning styles - eg Differences between Left and Right Hemispheres, VAK and Gregorc. Which of these offers the most useful insights for you as a teacher? Why? NB Some links from the page are no longer active.
- Teaching Repertoire by Ian Terrell — last modified 2006-11-07 19:00
- Link to the DFES standards site on teaching repertoire and especially "modelling"
- Adibisi Adetoba's Coursework on Modelling by Ian Terrell — last modified 2006-11-07 19:08
- Powerpoint outlining the project which was undertaken for the Haringey leading teacher programme and the DPP module. Haringey teachers might contact Ruth Proslmeyr to join the next cohort and programme.
- Eve Czarderna's Powerpoint Assignment by Ian Terrell — last modified 2006-11-08 08:09
- This is a powerpoint summary of Eve Czarderna's project entitled " To what extent can oral talk frames and modelling support the writing skills of year 8 pupils working towards level 4c in geography" . Have a look for ideas to construct your teaching and learning asssignment.
- Personalisation by Ian Terrell — last modified 2007-03-12 21:16
- Some research and development work on the personalisation agenda
- Highland Teaching and Learning: Questioning by Ian Terrell — last modified 2007-08-31 03:03
- Materials apparently from the "Highland learning and Teaching Toolkit" of ast updated 24/05/2007 © Highland Council Education, Culture and Sport Service. Looks useful. Some good links
- Highland Teaching and Learning: Direct teaching by Ian Terrell — last modified 2007-08-31 03:06
- More materials from the © Highland Council Education, Culture and Sport Service Last updated 24/05/2007 Good links to other material on Multiple intelligences
2 papers
Posted by
Stephen Powell
at
2007-09-07 03:10
1. Unpack the personalisation rhetoric and to describe one such approach (Ultraversity) to work-based / work-integrated personalisation using e-learning pinpointing key tensions.
2. The student experience of personalised e-learning using use UV data (questionnaire, interviews, etc.)
2. The student experience of personalised e-learning using use UV data (questionnaire, interviews, etc.)
Stephen Powells ideas
Posted by
Ian Terrell
at
2007-09-07 03:10
Institutional challenges
How to provide:
...different route to same end point - pace, credits, recognition prior learning...
...equity of opportunity and provision - accessibility, technology
...choice of modules and curriculum - inter-institutional, across faculties, customised
....organisational change - staff and curriculum development, process and rule changes
....financialy viable models - use of technology that reduces the burden of supporting learning interactions and transactions, interrogation of personalised sources of material and data
...robust quality assurance - mapping of course outcomes (route) to award requirements
Learner choices
Where and when do I learn? - place and time
Who do I learn with? - age, sex, religion, ethnicity, nationality...
What do I learn? - timescales, modules, curriculum objectives
How do I learn? - activities, assessment products, ICT tools
Who do I want to accredit my learning? - multiple institutions
What is my role as a learner? - self-directed, peer support, self-identification of learning needs
Teaching (instructional) challenges
Teacher-learner dialogue - collaboration in the learning process
Differentiation - negotiation of aims, outcomes, objectives, processes, assessment products, assessment criteria, target setting
Assessment - 'unique' portfolios of inquiry reports, and ICT rich products
Rich feedback - formative and summative covering knowledge, skills, understanding and attitudes
Expanding role - mentor, coach, guide, facilitator, 'trajectory manager', modeller of behaviour
Planning - for multiple learning activities, different learning styles, and including interaction with (real) people (experts)
Adapting to outside world - societal and technological developments
How to provide:
...different route to same end point - pace, credits, recognition prior learning...
...equity of opportunity and provision - accessibility, technology
...choice of modules and curriculum - inter-institutional, across faculties, customised
....organisational change - staff and curriculum development, process and rule changes
....financialy viable models - use of technology that reduces the burden of supporting learning interactions and transactions, interrogation of personalised sources of material and data
...robust quality assurance - mapping of course outcomes (route) to award requirements
Learner choices
Where and when do I learn? - place and time
Who do I learn with? - age, sex, religion, ethnicity, nationality...
What do I learn? - timescales, modules, curriculum objectives
How do I learn? - activities, assessment products, ICT tools
Who do I want to accredit my learning? - multiple institutions
What is my role as a learner? - self-directed, peer support, self-identification of learning needs
Teaching (instructional) challenges
Teacher-learner dialogue - collaboration in the learning process
Differentiation - negotiation of aims, outcomes, objectives, processes, assessment products, assessment criteria, target setting
Assessment - 'unique' portfolios of inquiry reports, and ICT rich products
Rich feedback - formative and summative covering knowledge, skills, understanding and attitudes
Expanding role - mentor, coach, guide, facilitator, 'trajectory manager', modeller of behaviour
Planning - for multiple learning activities, different learning styles, and including interaction with (real) people (experts)
Adapting to outside world - societal and technological developments
Authoring
Posted by
Ian Terrell
at
2007-09-07 03:10
A nice framework perhaps although I am not sure what we are saying that is original, perhaps because it needs the text. the longer we wait the more leikley someone has already said it.
I would add the ability to author assignments to show level criteria in a variety of electronic forms to suit different thinking styles/communication styles etc.
I would add the ability to author assignments to show level criteria in a variety of electronic forms to suit different thinking styles/communication styles etc.
Originality
Posted by
Stephen Powell
at
2007-09-07 03:10
I don't think any of the above is original as such, but then neither is personalisation. However, my intention was to first unpack the personalisation rhetoric to describe a possible 'pure' form of personalisation. Next, use UV data (questionnaire, interviews, etc.) to identify an experience of personalised, work-based / work-integrated e-learning from the student stand point.
BTW, I came across this recently http://www.open.ac.uk/cobe/about.shtm it is a unit at the OU that researchers approaches to work-based learning - not sure why I never came across it before...
BTW, I came across this recently http://www.open.ac.uk/cobe/about.shtm it is a unit at the OU that researchers approaches to work-based learning - not sure why I never came across it before...
Update 5 - November 17th
Original abstract
A new phase of learning technologies often referred to as web 2.0 are burgeoning on the Internet. These technologies offer the potential for learners and institutions to develop approaches to learning and teaching that value user-generated content based upon social networks. This view of learning is described as ‘connectivism’ and it is the new technologies that make it a particularly powerful model for understanding the potential dynamics of online learning.
This paper sets out to identify and explain some of the tensions that arise from a wholly online, workbased, research degree that was designed to maximise the opportunity for personalisation through individual negotiation of a learning pathway, and use online communities of inquiry as the primary delivery tool.