personalized learning: implications for curricula, staff and students
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PERSONALIZED LEARNINGimplications for curricula, staff and students
Simon Bates !
simon.bates@ubc.ca @simonpbates bit.ly/batestalks
?
• Adjusting the pace (individualization) and approach (differentiation) and connecting to the learner’s interest and experiences (National Ed Tech Plan, US DoE)
• Personalized learning is ‘putting the learner at the heart of the education system’ (Leadbetter 2008)
The learner, guided by the teacher, is an active co-designer in the learning pathway experience
WHAT ARE THE DRIVERS?
• Experiences and expectations of students
• And of employers, parents etc
• Affordances of technology
• Blurring of physical and temporal campus boundaries
How to make it happen
• Timing of learning - when
• Pacing of learning - accelerated vs not
• Place for learning - within and beyond the campus
• Ways of learning - blending online, self-paced, enquiry, collaborative
• Support for learning - SME as a guide, key role of advising
• Aims for learning - skills and competencies through disciplinary knowledge
• Technology for learning - as a catalyst, enabler, connector
On any web-enabled device !
!!!!!!Join network uniwide_guest !
go to m.socrative.com !
enter room number: ubc1
What I might have expected
1. Spread centred around 32 skewed R
2. Spread centred around minor / moderate
3. Narrow spread around too slow
Stanford d.School - Paced Education
“Prepare, apply, cram, conform, get through, graduate ... !
……then search, flounder, flail: !
this was the archetypal experience of a university student at the turn of the 21st century. “
CURRICULUMimplications for
At a program level….
• With what courses?
• In what sequence?
• At what pace?
• With what pre-reqs?
• From where?
!
TO WHAT END?
At a course level….
• What?
• Where?
• When?
• With whom?
ACROSS CONTENT, ASSESSMENT & INTERACTION
FACULTY & STAFFimplications for
Graph extracted from http://vikparuchuri.com/blog/on-the-automated-scoring-of-essays/
FACULTY & STAFFimplications for
http://fnoschese.wordpress.com/category/standards-based-grading-2/
FACULTY & STAFFimplications for
https://www.khanacademy.org/science/physics/oscillatory-motion/harmonic-motion/v/harmonic-motion-part-3-no-calculus
FACULTY & STAFFimplications for
https://students.open.ac.uk/openmark/science.ayrf.s104.q64/
FACULTY & STAFFimplications for
A bridge between research about learning and implications for teaching practice !!Why certain approaches work (or fail) !Approaches that foster effective learning in different contexts !Resources:
h"p://www.cmu.edu/teaching/principles/index.html !1page: CM U website h"p://goo.gl/eLSYYH 2page: Brent & Felder h"p://goo.gl/oUx6A9 5page: Bates & Madhani h"p://goo.gl/lqmSI !!
STUDENTSimplications for
http://visible-learning.org/
STUDENTSimplications for
CONSUMERSfrom
to
CO-PRODUCERS & COLLABORATORS
Student generated exam content
3. Successes
CONSUMERSfrom
to
CO-PRODUCERS & COLLABORATORS
http://www.stanford2025.com/paced-education
A CHALLENGE
What can we learn? What can we do?
1. Michael Fullan on Personalized Learning. Available at http://www.michaelfullan.ca/media/13435863160.html Much has been done on PL in the K-‐12 sector and that is the focus of this article. It is a useful overview article that touches on the themes of many of the sessions for the EI conference (eg technology, analytics, organizational capabilities and infrastructure). !
2. Doug Rohrer and Harold Paschler: Learning Styles, where’s the evidence? http://onlinelibrary.wiley.com/doi/10.1111/j.1365-‐2923.2012.04273.x/abstract A short article that debunks the myth of learning styles: I include this for two reasons. First, to hopefully prevent us from disappearing down a rabbit hole during the discussions and second, because in my experience many senior academics (including those with responsibilities for teaching and learning) are unaware of the comprehensive body of evidence against this.
3. www.stanford2025.cm, Stanford d.School. A ‘future-‐based retrospective’ to 2025, when Stanford imagines looking back on how they re-‐engineered university education. Comprises topics of ‘open loop university’ (no longer a single block of continuous study immediately post high school) paced educated (moving between phases at a pace to suit the learner) axis Plip (skills and competencies through disciplinary study) and purpose learning (learning with a declared purpose as a goal, not merely a major). I will touch on the implications of a couple of these future designs, and consider the practicalities of realizing them. !
4. The Minerva Project http://www.minervaproject.com/about/ Minerva describes itself as ‘a reinvented University experience’. It is small (33 students in its Pirst intake) but is building a very different curriculum: 4 Pirst year ‘cornerstone courses’ in theoretical analysis, empirical analysis, complex systems and multimodal communications. Elite cohorts of students will move around the world to gain immersive international context, ‘piggybacking’ on existing university infrastructure and interacting online with faculty based at the Keck Graduate Institute KGI in California. It is admittedly a highly targeted play, but it demonstrates the power of technology to completely redePine the campus university !
5. One thought to start your day – Systematically valuing the wrong things http://higheredstrategy.com/systematically-‐valuing-‐the-‐wrong-‐things/ Alex Usher writes a popular blog, One thought to start your day. This is a short post (linking to a much longer document and book) that illustrates how components of the HE ‘value chain’ (ie what universities do) are being challenged and ‘unbundled’ by other providers. It makes the point that some of the elements of that value chain that universities are best positioned to continue to provide often receive the least attention. This has obvious links to personalization.
READING / RESOURCES
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