Mmvc16 ossiannilsson personal vs personaiztion

Dr.EbbaOssiannilsson

Sweden

MMVC16_Ossiannilsson_PersonalvsPersonalization20160805

Onpersonalandpersonalised learning

Dr.EbbaOssiannilssonEDENFELLOW

OPENEDUCATIONFELLOWSeniorConsultant

VPresidentSwedishAssociationforDistance EducationE-learning Quality Expert

EADTUandICDEQuality reviewer,E-learning andMOOCs

MMVC16_Ossiannilsson_Personal vsPersonalization 20160805

Agendatoday• Personalised learning ismore andmore advocated,notatleast during the

umbrella onopening up education.However,Iwill argue forpersonal

learning instead of personalised learning.PersonalLearningismore justfor

me andjustintime learning,while personalised learning ismore on

personalisation within thegivenandoffered framework fromHEI.


Four theories

• GillesDeleuze ochFélixGuattari;Rhizome

• LeoVygotski;Zone of comfort

• Csikszentmihalyi;Flow

• StephenDownes andGeorgeSiemens;Conncetivism


Why education need tochange

• Levels of disengagement• Today’s complex world needs studentswhoarecapableindifferentways• Tomeet future skill needs andarecognition that we need studentswith adifferentsetofcapabilities.

• Globalization• Demaography• Digitization



GillesDeleuze ochFélixGuattariAllows formultiple,non-hierarchical entry andexitpoints indatarepresentationandinterpretation.Asamodel forculture,therhizomeresists theorganizational structureof theroot-tree systemwhichcharts causality along chronologicallines andlooksfortheoriginalsourceof 'things'andlookstowardsthepinnacle orconclusion of those'things.' MMVC16_Ossiannilsson_PersonalvsPersonalization20160805

GillesDeleuze ochFélixGuattariArhizome,ontheother hand, ischaracterizedby'ceaselesslyestablished connections between semiotic chains,organizations of power,andcircumstances relativetothearts,sciences,andsocialstruggles.'Rather than narrativize historyandculture,therhizome presentshistory andculture asamaporwide array of attractions andinfluences with nospecificorigin orgenesis, fora'rhizome hasnobeginning orend;itisalways inthemiddle,between things, interbeing, intermezzo.'Theplanarmovement of therhizome resists chronology andorganization, instead favoring anomadic systemof growth andpropagation."Inthis model, culture spreads likethesurface of abody ofwater,spreading towards available spaces ortricklingdownwards towards newspaces through fissures andgaps,eroding what isinits way.Thesurface canbeinterrupted andmoved,but these disturbances leave notrace,asthewater ischarged with pressure andpotentialtoalways seek itsequilibrium, andthereby establish smooth space.


Deleuze andGuattariquotedfromAThousandPlateaus):

• 1and2:Principles of connection andheterogeneity:"...anypointofarhizomecanbeconnectedtoanyother,andmustbe,"• 3.Principle of multiplicity:only when themultiple iseffectivelytreated asasubstantive,"multiplicity"that itceases tohave anyrelationtotheOne• 4.Principle of asignifying rupture:arhizome may bebroken,but itwill startup again onone of its oldlines,oronnewlines• 5and6:Principle of cartography anddecalcomania:arhizomeisnotamenabletoanystructuralorgenerativemodel;itisa"mapandnotatracing


LevSemjonovitj Vygotskij,Zone of proximaldevelopment ZPD


Mihaly Csikszentmihalyi,nine componentstates of achieving flow• challenge-skill balance• merging of actionandawareness• clarity of goals• immediate andunambiguousfeedback• concentration onthetaskathand• paradoxof control• transformationof time• lossof self-consciousness,and• autotelicexperience


Autotelic

• (of anentity orevent)Containingits own meaningorpurpose

• (of aperson)Deriving meaningandpurpose fromwithin.


Mental state in terms of challenge leveland skill level, according to Csikszentmihalyi'sflow model


Csikszentmihalyi and motivation…the idea of motivation and the factors that contribute to motivation, challenge, and overall success in an individual. One personality characteristic that Csikszentmihalyi researched in detail was that of intrinsic motivation. Csikszentmihalyi and his colleagues found that intrinsically motivated people were more likely to be goal-directed and enjoy challenges that would lead to an increase in overall happiness.

…intrinsic motivation as a powerful trait to possess to optimize and enhancepositive experience, feelings, and overall well-being as a result of challenging experiences.

The results indicated a new personality construct, a term he called work orientation, which is characterized by “achievement, endurance, cognitive structure, order, play, and low impulsivity." A high level of work orientation in students is said to be a better predictor of grades and fulfillment of long-term goals than any school or household environmental influenceMMVC16_Ossiannilsson_PersonalvsPersonalization20160805




What does itmean toconnectSDownes,2016

• Aggregate• Open• Remix• Repurpose• Glocalisation (formofrepurposing)• Feed forward,interaction,sharing


Open onlinelearningSDownes,2016• Openness; content,contributions• Interactivity• Online• Communitybuilding• Conversation• Distributed network• Grashopper,rss,socialmedia


Openness,SDownes 2016

• Open learning andeducation• Open content• OER• Open regognition,job offersetc.• Open policy• Open research


Pickandchoose

• You pickwhat you likeandwhatyou need

• Likelearning alanguage,possibilities touse words,resources etc.• OERare likewords we are usinginalangauge,hece they mustbeopen andfree.

• We cant have words which wehave toaskforpermissiontouse

• Thusithatobelong tothecommunity



SDownes (2016)

•”We hear thephrase ‘personalized learning’alotthese days,somuch sothat ithasbegun toloseits meaning.Wikipedia tells us that itisthe“tailoring of pedagogy,curriculumandlearningenvironments bylearners orforlearners inordertomeet their differentlearning needs andaspirations.””


SDownes• Even this shortdefinitionprovides uswith several dimensionsacrosswhichpersonalizationmaybedefined.Each of these hasbeen thesubject of considerabledebate inthefield:

• Pedagogy – dowe need todifferentiate instruction according tostudentvariables or‘learning styles’,oristhis allabig myth?

• Curriculum– should studentsstudy thesamesubjects inthesameorder,beginningwith‘foundational’subjects such asreadingormathematics,orcan we vary this orderfordifferentstudents?

• Learningenvironments – should studentswork ingroups inacollaborative classroom,orcan they learn ontheir own athomeorwith acomputer?

• Inpersonalized learning today,theidea istoenable technology tomakemanyof thesedecisions forus.Forexample,adaptivelearning entails thepresentationof differentcourse content based onastudent’s priorexperienceorperformance inlearning tasks.

• What these approaches have incommon,though,isthat inallcases learning issomething that isprovided tothelearner bysome educational system,whether itbeaschool andateacher,oracomputerandadaptivelearningsoftware.


SDownes

• But thequestion iswhether we should apply these methods,fortwo reasons.

• First,individual variabilityoutweighs statistical significance.We see this inmedicine.While,statistically,acertain treatment mightmakethemost sense,nodoctor wouldprescribe such atreatment without first assessing theindividualandmaking surethat thegeneralization actually applies,because inmany cases itdoesn’t,andthedoctor issworn to‘donoharm’.

• Second,andperhaps more importantly,itshouldn’tbeup totheeducationsystemtodeterminewhat apersonlearns,how they learn it,andwhere.Manyfactors gointo such decisions:individual preferences,socialandparentalexpectations,availabilityof resources,oremployability andfuture prospects.Thebesteducational outcome isn’t necessarily thebestoutcome


SDownes

• Inthecase of personallearning,therole of theeducational systemisnottoprovide learning,itistosupportlearning.Meanwhile,thedecisions aboutwhat tolearn,how tolearn,andwhere tolearn are made outside theeducational system,andprincipally,bytheindividual learners themselves.

• Personallearning often begins informally,onanadhocbasis,drivenbytheneed tocomplete some taskorachieve some objective.Thelearning isameans toanend,rather than theendinitself.Curricula andpedagogy areselected pragmatically.Iftheneed isshorttermandurgent,asimplelearning resource may beprovided.Ifthepersonwants tounderstandatadeep level,then acoursemight bethebestoption.


SDownes

• Personalized learning islikebeing served atarestaurant.Someone else selects thefoodandpreparesit.There issomecustomization – you can tell thewaiter how you want your meatcooked – but essentiallyeveryoneattherestaurantgetsthesameexperience.


SDownes• Personallearning islikeshoppingatagrocery store.You need toassemble theingredientsyourself andcreate your ownmeals.It’s harder,but it’s alotcheaper,andyou can have anendless variety of meals.Sure,youmight notgetthebestmealspossible,but you control theexperience,andyou control theoutcome.


SDownes

• Ultimately,if people are tobecome effective learners,theyneed tobeable tolearn ontheirown.They need tobeable tofind theresources they need,assemble their own curriculum,andforge their own learningpath.They will notbeable torely oneducation providers,because their needs are toomany andtoo varied.



BagPackers


What if young people designed theirown learning?


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 presentationdelivered toEducationalTechnology Summit, Istanbul,Turkey,slide 14 2016). MMVC16_Ossiannilsson_PersonalvsPersonalization20160805



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ssiannilsson_PersonalvsPersonalization20160805

Why academics should bepartinnetworks

• Connected academics areupdated andhumble topromoteself directed learning

• Digitalscholarship

• Scolarship insocialmedia


• Teachers need tostrikethebalance between encouragingindependentlearning andproviding studentswithguidance.They have akey roleincultivating confident,curiouslearners who can take risksandlearn fromtheir mistakes.• Feedbackloopsarecritical,withstudentsandteachersprovidingregularfeedbacktoeachothertoachievequalitylearning.


DCormier

• TheSociety isthecurricula



Caringissharing,sharing iscaring

MyFootprints
