“education for all” 2011 conference personalising learning opportunities and challenges dr julia...
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“Education for All”
2011 Conference
Personalising LearningOpportunities and Challenges
Dr Julia AtkinEducation & Learning Consultant
“Bumgum”Harden-Murrumburrah NSW 2587
[email protected]://www.learning-by-design.com
© Julia Atkin, 2011
Personalising learning – what, why, how?
Meta-view of educational context - 20C 21C- Educative purpose- Relating curriculum to educative purpose- Improved education ‘technologies’
The nature of change/transformation
The nature of learning
Exemplars
THREADS OF SESSION
. . . education is at the cross roads.
Choosing one direction will lead efforts to lift performance within traditional educational models.
Choosing the other will see radical changes in education that will shift the way we think about [schooling]…
Steve Maharey
HISTORICAL CONTEXT
© Julia Atkin, 2011
What is personalised learning like? - Responses
When was learning highly personalised?
- felt purpose, meaning- experienced as personal challenge- relationship with teacher one of ‘tutor’, mentor, ‘sponsorship’- alone, individual – unfolding of personal meaning- sense of personal achievement- sense of personal pride- ‘aha’ – got it!- learned how to learn, understood myself as learner- changed view of the world- personal interest, relevance
Underpinning metaphor of the Industrial Era
© Julia Atkin, 2009
Quality Control:
Efficiency
Uniformity
Meets standard specification
No waste
• journey• growth• construction- reconstruction creation - recreation• transformation• enlightenment• empowerment• enrichment
Underpinning metaphors for learning: - organic, dynamic, holistic
What constitutes qualitycontrol:
- for a journey?
- in a garden?
- in a creation?
© Julia Atkin, 2009
It is no wonder that educators rankle at the
mention of leagues tables and standardised
testing.
Educare – means to form, mold or train
while…
Educere – means to nurture, grow, lead out
Inherent tension in the term ‘education’
Which way do you lean? Or do you successfully
integrate both?
© Julia Atkin, 2010
© Julia Atkin, 2011
What are the CHALLENGES in working towards personalising learning?
TimeResourcesStaff expectationsStudent expectationsLack of know-howOutside pressuresResistance to change
© Julia Atkin, 2011
Personalising learning – what is it?
Reflect on some of your learning experiences that you consider were ‘personalised’?Relive one or two experiences.
What is personalised learning like? What is an image or an analogy for personalised learning?
Share your story and image/analogy with two others.
What do we mean by personalised learning?
The Locomotive Act 1865 (Red Flag Act) was designed to ensure that the early locomotive could not travel faster than a horse by requiring a person to walk ahead (60 yards) of each vehicle waving a red flag.
© Julia Atkin,2010
Understanding change – the ‘Red Flag Act’
Locomotives on Highways Act 1896
Many of the restrictions were subsequently removed
© Julia Atkin,2010
"HJ Lawson and his wife at the start of the Emancipation Run, Brighton, East Sussex, 1896 Artist: Unknown"
Timeline
Limited weight ‘Red Flag’ Act Amendments Removal of restrictions& speed
1861 – 1865 – 1878 - 1896
From Steam Powered machinery to the Dynamo and Electrification The Dynamo and the Computer: An Historical Perspective on the Modern Productivity Paradox Paul David The American Economic Review, Vol. 80, No. 2, Papers and Proceedings of the Hundred and Second Annual Meeting of the American Economic Association (May, 1990), pp. 355-361
© Julia Atkin,2011
Timeline1830 – Michael Faraday invents the dynamo
Late 1800’s – slow down in production, limited use of electricity
Far sighted engineers had envisaged profound transformations electrification wouldbring……the transformation of industrial processes by new electric power was a long delayed and far from automatic business
1920’s - 50% diffusion
What were the restricting factors?• Buildings• $• ‘Management’ practices, production practices• Lack of valuing (and systems for valuing) ‘new goods’
© Julia Atkin,2011
‘Regime transition thesis’ - transformation is a long delayed and far from an automatic business
The origin of the term ‘curriculum
Cur•ri•cle
noun historical
a light, open, two-wheeled carriage pulled by two horses side by side.
ORIGIN mid 18th cent.: from Latin curriculum ‘course, racing chariot,’ from currere ‘to run.’
Meta view – evolution of ‘curriculum’
Are we still advocating curriculum as a ‘narrow
track to be run as a competition’ pulled along by
teachers?
CoreLatin
GreekMathematics
1870
KLAsEnglishMaths
ScienceSocial SciencesPE/Health/PDDesign & Tech
Visual & Perf ArtsLOTE
1990’s
CoreEnglishMaths
ScienceHistory
1962
Arts
Geography
CommercialStudies
Languages
PE
Craft
Key Competencies
Essential Skills/LearningsNew Basics
Essential Learning
Development of self & self for society
2011+
Learning Areas
SECONDARY SCHOOL CURRICULUM EVOLUTION
Cross curricular perspectives
General Capabilities
We are on the verge of an ‘inversion’ of curriculum in which the ‘core’ task of education is the development of self and self for society.
The key challenge is to design curriculum so that the ways of knowing of the Key Learning Areas, the General Capabilities and cross curricular perspectives contribute to the development of the whole self.
© Julia Atkin, 2008
CoreLatin
GreekMathematics
1870
KLAsEnglishMaths
ScienceSocial SciencesPE/Health/PDDesign & Tech
Visual & Perf ArtsLOTE
1990’s
CoreEnglishMaths
ScienceHistory
1962
Arts
Geography
CommercialStudies
Languages
PE
Craft
Key Competencies
Essential Skills/LearningsNew Basics
Essential Learning
Development of self & self for society
2011+
Learning Areas
SECONDARY SCHOOL CURRICULUM EVOLUTION
Cross curricular perspectives
General Capabilities
© Julia Atkin, 2008
How did the perceived purpose of Secondary Education in each era influence the curriculum?
What was the political and social context of the time?
What legacy are we dealing with?
How do we move beyond ‘past patterning’?
21st century education is increasingly driven by a desire to develop young people who are:o adaptable
o creative
o collaborative
o responsive
o self directed
o capable of being self managing
in networks and less hierarchical settings and communities than experienced by their parents and teachers at the same age.
Educative Purpose for 21C
© Julia Atkin, 2010
If these are just some of the attributes we need to help students develop, are their learning experiences richly preparing them?
Are they given the opportunity to be:Self directed and self managing in their learning?
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become: Successful learners Confident and creative
individuals Active and informed citizens
Australian Curriculum
www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html (accessed 16/10/2010) 18
The Melbourne Declaration of Educational Goals for young
Australians unequivocally stated our educative purpose.
The Australian Curriculumhttp://www.australiancurriculum.edu.au/Home
Learning Areas – ‘subjects’
General Capabilities• Literacy
• Numeracy
• Information & Communication Technology(ICT) competence
• Critical & creative thinking
• Ethical behaviour
• Personal & Social Competence
• Intercultural understanding
Cross Curriculum Priorities Aboriginal & Torres Strait Islander histories & cultures, Asia and Australia’s engagement with Asia,Sustainability
Achievement Standards
How do we ensure the Australian Curriculum does not become a
‘narrow track to be run’?How do we ensure we work with the Aus Curriculum so that it becomes a
rich open field to explore?
The ‘Essence’ of the Australian Curriculum
‘successful learnersconfident & creativeactive and informed
citizens’
CROSS CURRICULAR PERSPECTIVES
GENERALCAPABILITIES
LEARNINGAREAS
The Melbourne Declaration of Educational Goals for young
Australians unequivocally stated our educative purpose.
© Julia Atkin, 2010
KEY ELEMENTS:
How are schools personalising learning?
© Julia Atkin, 2010
© Julia Atkin, 2009
From ‘best practice’ to ‘best principle’
We value
Personalised
learningbecause I believe I
feel better physically and
psychologically.
Ensure all living spaces have lots of natural light.
Lots of windows
Large opening doors or shutters
Use skylights
‘Glass’ bricks as
walls
Reduce number of
walls
Glass roof
© Julia Atkin, 2009
WHY and HOW Personalised learning?
We value
Personalised learning because we believe it is:
- transformative- lasting- empowering- enriching- enlightening- motivating- personally meaningful, and it- builds the individual’s capacity
to learn
© Julia Atkin, 2009
WHY and HOW Personalised learning?
We value
Personalised learning because we believe it is:
- transformative- lasting- empowering- enriching- enlightening- motivating- personally
meaningful, and it- builds the individual’s
capacity to learn
Design Principles
Learning experiences that are student directed, driven by student
interests and passions
Systems and approaches to develop students’ capacity to:
Take responsibility for own learningManage their own learning
Reflect on their own learningSet own learning goals – micro and
macro
Mentoring approach
Programs for learning how to
learn
Metacognition
Assessment approaches that
focus on:self assessment against own
goals, plotting next stepsIndividual
progressionReflection on
learning
Programs to develop deep knowkedge of
SELF and SELF in relation to
others
© Julia Atkin, 2009
WHY and HOW Personalised learning?
We value
Personalised learning because we believe it is:
- transformative- lasting- empowering- enriching- enlightening- motivating- personally
meaningful, and it- builds the individual’s
capacity to learn
Design PrinciplesLearning experiences that are student
directed, driven by student interests and passions
Systems and approaches to develop students’ capacity to:Take responsibility for own learning
Manage their own learningReflect on their own learning
Set own learning goals – micro and macro
Mentoring approach
Programs for learning how to
learn
Metacognition
Assessment approaches that
focus on:self assessment
against own goals, plotting next steps
Individual progression
Reflection on learning
Programs to develop deep knowkedge of SELF and SELF in relation to others
Practices
Practices & Structures for 21C Ed Purpose
ASPECT CONVENTIONAL LEARNING FOR APPROACH KNOWLEDGE ERA
Focus of learning Imposed Negotiated
Mistakes Should not be made To be learned from
Assessment Exams Authentic – various modes
View of Right - wrong Uncertainty - shades World of grey
Determined by Central authority Local/personal needs in context of general/global framework
Staffed by Subject expert Cross curricula team
Aim Theory to practicePractice to theory & theory to practice
Ethos Competitive against Striving for personal bestothers against criteria & standards
Approach Content & teaching Process & content, learning driven driven
Focus Teaching centred Learning centred
Teacher role Expert Fellow learner / facilitator/sometimes expert
Emphasis Knowing that Knowing how & whyand how to find out
Student Working alone Working collaboratively and alone activity – independence and interdependence
Student role Passive/receptive Active/generativemetacognitive, reflective
Learning Programmed Flexible/opportunityexperiences guided by framework of outcomes
and learners' interests/needs
What are our navigation aids?
• our values
• beliefs about leadership & learning
• clarity of purpose
• open mindedness imagination
• critical reflection
• dialogue
© Julia Atkin, 2009
What is powerful learning?What is it powerful to learn?
Education Design & DevelopmentKey elements & Shapers
WHY school?What is your educative
purpose?
WHAT shouldstudents learn?What is essential?What is desirable?
HOW do students learn?Principles of Effective
Learning
CONTEXT
values&
beliefsshapes &informs
LEARNING
THEORY
informs
© Julia Atkin, 2009
When we have determined what we believe it is essential and desirable to learn, how do we ensure that it is learned powerfully??