A Personal Learning Environment; where learners ‘DO’ PLTs?
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John Pallister
May 13, 2009, 2:01:19 AM5/13/09
to ePortfolios and PLTs
Still on my campaign to try to generate a discussion that will help me
to move my thinking forward as to how learners ‘know’ what it is that
they should do in their Personal Learning Environment. Why am I
‘bothered’? because I believe that the ePortfolio Process is central,
in the 21 century, to Personalised Learning.
If we can work out how to get the ‘young’ learner to begin their
journey towards Independent, Personal Learning, we will be in a better
position to develop and deploy the ePortfolio Process for the benefit
of our learners. Once we can get to this position, our learners will
be using the ePortfolio Process naturally.
I have copied below extracts from a Twitter discussion that happened
last night.
@JPallis001 Firing up the word processor now - "What is your big idea
for education? Write to educatio...@guardian.co.uk" - via
@SchoolDuggery
edteck@jpallis001 "What is your big idea for education? Answer:
Schools as on-demand academic food court.
@Jpallis001 everyone talking about Personalised Learning - what needs
to be done to get there? http://tinyurl.com/olx42t
@edteck you mean a 24/7 provider of learning opportunities to learners
of any age, any where in the world - supporting personal learning??
NeilAdam@jpallis001 that is the fundamental weakness of all this
learner-driven, over-personalised model of learning that many are
pushing at the mo
NeilAdam@jpallis001 what is 'personalised'? Gov't never really
defined. not thought much in learning context. believe we're entering
age of idolisng
@JPallis001 social netwking, collaborative working, 24/7 Web enabled
access to info/resources - but what will learners 'do' in this
environment - drift?
@JPallis001 I am old - I 'know' what I need to do/learn, I have the
skills/contacts to do it - how did I begin to 'know' what I wanted to
do/learn?
@JPallis001 step 1: create learner facing and accessible curriculum -
current curric updated with appropriate activities/opportunities -
teacher does?
NeilAdam@jpallis001 ... individual. net social disbenefit now out-
weighing net individual gain - even for most individuals!!
@JPallis001 @NeilAdam hard to find anyone who is not pushing
personalised learning?
@JPallis001 anyone arguing against personalised learning? - ok so all
learning is 'personal'
NeilAdam@jpallis001 yep. as old joke re how to get to Limerick "I
wouldn't start from here". Now we don't even have the destinationabout
9 hours ago from TweetDeck in reply to jpallis001
JPallis001 @NeilAdam Personalised - where learners take control,
basically 'do' PLTs?? - difficult to move towards something that is
not defined?
edteck@jpallis001 Yes! By "Schools as on-demand academic food court" I
mean a non-stop chance to study tailored subjects. (I get soup, you a
taco)
to move my thinking forward as to how learners ‘know’ what it is that
they should do in their Personal Learning Environment. Why am I
‘bothered’? because I believe that the ePortfolio Process is central,
in the 21 century, to Personalised Learning.
If we can work out how to get the ‘young’ learner to begin their
journey towards Independent, Personal Learning, we will be in a better
position to develop and deploy the ePortfolio Process for the benefit
of our learners. Once we can get to this position, our learners will
be using the ePortfolio Process naturally.
I have copied below extracts from a Twitter discussion that happened
last night.
@JPallis001 Firing up the word processor now - "What is your big idea
for education? Write to educatio...@guardian.co.uk" - via
@SchoolDuggery
edteck@jpallis001 "What is your big idea for education? Answer:
Schools as on-demand academic food court.
@Jpallis001 everyone talking about Personalised Learning - what needs
to be done to get there? http://tinyurl.com/olx42t
@edteck you mean a 24/7 provider of learning opportunities to learners
of any age, any where in the world - supporting personal learning??
NeilAdam@jpallis001 that is the fundamental weakness of all this
learner-driven, over-personalised model of learning that many are
pushing at the mo
NeilAdam@jpallis001 what is 'personalised'? Gov't never really
defined. not thought much in learning context. believe we're entering
age of idolisng
@JPallis001 social netwking, collaborative working, 24/7 Web enabled
access to info/resources - but what will learners 'do' in this
environment - drift?
@JPallis001 I am old - I 'know' what I need to do/learn, I have the
skills/contacts to do it - how did I begin to 'know' what I wanted to
do/learn?
@JPallis001 step 1: create learner facing and accessible curriculum -
current curric updated with appropriate activities/opportunities -
teacher does?
NeilAdam@jpallis001 ... individual. net social disbenefit now out-
weighing net individual gain - even for most individuals!!
@JPallis001 @NeilAdam hard to find anyone who is not pushing
personalised learning?
@JPallis001 anyone arguing against personalised learning? - ok so all
learning is 'personal'
NeilAdam@jpallis001 yep. as old joke re how to get to Limerick "I
wouldn't start from here". Now we don't even have the destinationabout
9 hours ago from TweetDeck in reply to jpallis001
JPallis001 @NeilAdam Personalised - where learners take control,
basically 'do' PLTs?? - difficult to move towards something that is
not defined?
edteck@jpallis001 Yes! By "Schools as on-demand academic food court" I
mean a non-stop chance to study tailored subjects. (I get soup, you a
taco)
Ray Tolley
May 13, 2009, 12:16:03 PM5/13/09
to ePortfolios and PLTs
John,
As much as I, too, believe that the e-Portfolio process is central to
PL, I am not sure that we should be looking to the e-Portfolio as the
total solution to all of a child's needs. I still see the TEACHER as
managing the child's learning but in such a way that the child has
adequate options, understands where they are starting from, what
resources are available to them and what skills they will need to
acquire along the way.
As I suggest in this Slideshare: http://www.slideshare.net/maximise/planning-my-learning/4
instead of a 'treasure map' we can have a matrix of competencies and
experiences that allow the child to take hold of their own learning
within the reasonable constraints of the classroom or the school's
other resources, or those resources that the child may access
externally to the school!
Perhaps I may also throw in my observations about 'Personalisation'
from earlier this year:
http://efoliointheuk.blogspot.com/2009/01/e-portfolios-and-personalisation.html
The extract from the Demos report is well worth reading.
Ray Tolley NAACE Fellow
ICT Education Consultant
Maximise ICT Ltd
P: http://www.raytolley1.xfolioworld.com
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
On 13 May, 07:01, John Pallister <jpallis...@aol.com> wrote:
> Still on my campaign to try to generate a discussion that will help me
> to move my thinking forward as to how learners ‘know’ what it is that
> they should do in their Personal Learning Environment. Why am I
> ‘bothered’? because I believe that the ePortfolio Process is central,
> in the 21 century, to Personalised Learning.
>
> If we can work out how to get the ‘young’ learner to begin their
> journey towards Independent, Personal Learning, we will be in a better
> position to develop and deploy the ePortfolio Process for the benefit
> of our learners. Once we can get to this position, our learners will
> be using the ePortfolio Process naturally.
>
> I have copied below extracts from a Twitter discussion that happened
> last night.
>
> @JPallis001 Firing up the word processor now - "What is your big idea
> for education? Write to education.lett...@guardian.co.uk" - via
As much as I, too, believe that the e-Portfolio process is central to
PL, I am not sure that we should be looking to the e-Portfolio as the
total solution to all of a child's needs. I still see the TEACHER as
managing the child's learning but in such a way that the child has
adequate options, understands where they are starting from, what
resources are available to them and what skills they will need to
acquire along the way.
As I suggest in this Slideshare: http://www.slideshare.net/maximise/planning-my-learning/4
instead of a 'treasure map' we can have a matrix of competencies and
experiences that allow the child to take hold of their own learning
within the reasonable constraints of the classroom or the school's
other resources, or those resources that the child may access
externally to the school!
Perhaps I may also throw in my observations about 'Personalisation'
from earlier this year:
http://efoliointheuk.blogspot.com/2009/01/e-portfolios-and-personalisation.html
The extract from the Demos report is well worth reading.
Ray Tolley NAACE Fellow
ICT Education Consultant
Maximise ICT Ltd
P: http://www.raytolley1.xfolioworld.com
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
On 13 May, 07:01, John Pallister <jpallis...@aol.com> wrote:
> Still on my campaign to try to generate a discussion that will help me
> to move my thinking forward as to how learners ‘know’ what it is that
> they should do in their Personal Learning Environment. Why am I
> ‘bothered’? because I believe that the ePortfolio Process is central,
> in the 21 century, to Personalised Learning.
>
> If we can work out how to get the ‘young’ learner to begin their
> journey towards Independent, Personal Learning, we will be in a better
> position to develop and deploy the ePortfolio Process for the benefit
> of our learners. Once we can get to this position, our learners will
> be using the ePortfolio Process naturally.
>
> I have copied below extracts from a Twitter discussion that happened
> last night.
>
> @JPallis001 Firing up the word processor now - "What is your big idea
> @SchoolDuggery
>
> edteck@jpallis001 "What is your big idea for education? Answer:
> Schools as on-demand academic food court.
>
> @Jpallis001 everyone talking about Personalised Learning - what needs
> to be done to get there?http://tinyurl.com/olx42t
>
> edteck@jpallis001 "What is your big idea for education? Answer:
> Schools as on-demand academic food court.
>
> @Jpallis001 everyone talking about Personalised Learning - what needs
John Pallister
May 13, 2009, 4:35:46 PM5/13/09
to ePortfolios and PLTs
Hi Ray, it is certainly worth looking back at some of the early
discussions that we had within the group where we explored the
relationship between learning; assessment for learning; the eportfolio
process and personalisation. I don't see the ePortfolio process as
something that will provide the 'total solution'. I see it as a
process that meshes in quite naturally with learning, and a process
that harnesses the best of a range of ICT based tools that have the
potential to support learning and the learner. Tools that can engage
the learner and open many new learning avenues and approaches.
It is how we package up the 'teaching' and translate/re-purpose it so
that it can support the learning environment that we have been
discussing. A big challenge that does not appear to be attracting much
discussion.
On May 13, 5:16 pm, Ray Tolley <r...@maximise-ict.co.uk> wrote:
> John,
>
> As much as I, too, believe that the e-Portfolio process is central to
> PL, I am not sure that we should be looking to the e-Portfolio as the
> total solution to all of a child's needs. I still see the TEACHER as
> managing the child's learning but in such a way that the child has
> adequate options, understands where they are starting from, what
> resources are available to them and what skills they will need to
> acquire along the way.
>
> As I suggest in this Slideshare:http://www.slideshare.net/maximise/planning-my-learning/4
> instead of a 'treasure map' we can have a matrix of competencies and
> experiences that allow the child to take hold of their own learning
> within the reasonable constraints of the classroom or the school's
> other resources, or those resources that the child may access
> externally to the school!
>
> Perhaps I may also throw in my observations about 'Personalisation'
> from earlier this year:http://efoliointheuk.blogspot.com/2009/01/e-portfolios-and-personalis...
discussions that we had within the group where we explored the
relationship between learning; assessment for learning; the eportfolio
process and personalisation. I don't see the ePortfolio process as
something that will provide the 'total solution'. I see it as a
process that meshes in quite naturally with learning, and a process
that harnesses the best of a range of ICT based tools that have the
potential to support learning and the learner. Tools that can engage
the learner and open many new learning avenues and approaches.
It is how we package up the 'teaching' and translate/re-purpose it so
that it can support the learning environment that we have been
discussing. A big challenge that does not appear to be attracting much
discussion.
On May 13, 5:16 pm, Ray Tolley <r...@maximise-ict.co.uk> wrote:
> John,
>
> As much as I, too, believe that the e-Portfolio process is central to
> PL, I am not sure that we should be looking to the e-Portfolio as the
> total solution to all of a child's needs. I still see the TEACHER as
> managing the child's learning but in such a way that the child has
> adequate options, understands where they are starting from, what
> resources are available to them and what skills they will need to
> acquire along the way.
>
> As I suggest in this Slideshare:http://www.slideshare.net/maximise/planning-my-learning/4
> instead of a 'treasure map' we can have a matrix of competencies and
> experiences that allow the child to take hold of their own learning
> within the reasonable constraints of the classroom or the school's
> other resources, or those resources that the child may access
> externally to the school!
>
> Perhaps I may also throw in my observations about 'Personalisation'
John Pallister
May 21, 2009, 1:55:07 AM5/21/09
to ePortfolios and PLTs
Thought I would have another go at sorting out what personalised
learning was/is, then try to explore the role that the ePortfolio
might take in supporting the Personalisation Agenda. Also circulated
via Mirandanet and BectaResearch List. Will attempt to refine as and
when I receive any feedback.
Dcsf expect schools to “have the confidence to innovate and develop
approaches to personalising learning“ and to “put personalising
learning at the heart of their vision for transforming teaching and
learning” http://www.standards.dfes.gov.uk/personalisedlearning/about/
References to personalisation can be found in the documentation that
supports or justifies the majority of the initiatives influencing
curriculum development in UK schools:
• Personal Learning and Thinking skills
• 14-19 Diplomas.
• Functional Skills
• Assessing Pupil Progress
• Assessment for Learning
• The Report Card
• Managing Information across Providers
• Individual Advice and Guidance
• Personal Development Planning
• Curriculum Dimensions
• Qualifications and credit Framework
• National strategies - apply a range of pedagogies
• Foundation Learning Tier
• Accrediting Prior learning/ Recognition of prior learning
• Harness technology
• Engage NEETs
• Building Schools for the future
• Revised Key Stage 3
• Revised Key Stage 4
• GCSE - Controlled assignments
• Key Stage 5 - Extended project
• Changing employment demands – continual Professional and skills
development – everyone a learner, operating in a global, e-enabled
society
• Preparation for Lifelong learning
Learning has always been a personal ‘thing’; economics has, before
ICT, meant that it was often packaged up as a group activity. Can new
technologies and tools put the personal bit back into learning?
What is Personalised Learning?
“instruction should not be restricted by time, place or any other
barriers, and should be tailored to the continuously modified
individual learner’s requirements, abilities, preferences, background
knowledge, interests, skills, etc” http://www.ub.edu/multimedia/iem/down/c4/Personalised_Learning.pdf
OR could Personalised Learning be defined as what goes on in a
Personal Learning Environment?
A Personal Learning Environment:
• where learners take more control of their own learning and, by
taking more responsibility for the management of their own learning,
become more independent learners;
• where learners set their own learning goals, manage their learning
and communicate with others;
• that provides learners with access to information sources and a
common interface for communication and collaboration with others;
• that encourages the learner to explore, develop and learn;
• that encourages the learner to recognise, reflect on, share and
celebrate their achievements;
• that is centred around the interests of the learner, their learning
needs and provides the learner with opportunities to learn by
‘doing’;
• that will enable learners to develop plans in terms of their
competencies, skills and progression routes;
• that supports any where any time learning + lifelong learning;
• Helps learners to find things (information and things they have
created) and other learners;
• That supports a way of learning that gives greater value to the
individual as a learner and moves the focus away from what is being
taught towards what is being learnt.
• That enables access to Parents, Carers, Other Adults including
Mentors and Experts in order to extend understanding.
http://groups.google.com/group/eportfolios-and-plts/browse_thread/thread/cbc130c69f61f249/e3d23c55ebc21654?hl=en&lnk=gst&q=personalisation#e3d23c55ebc21654
OR could Personalised Learning be defined as what learners do when
they apply their Personal Learning and Thinking skills?
John Pallister
learning was/is, then try to explore the role that the ePortfolio
might take in supporting the Personalisation Agenda. Also circulated
via Mirandanet and BectaResearch List. Will attempt to refine as and
when I receive any feedback.
Dcsf expect schools to “have the confidence to innovate and develop
approaches to personalising learning“ and to “put personalising
learning at the heart of their vision for transforming teaching and
learning” http://www.standards.dfes.gov.uk/personalisedlearning/about/
References to personalisation can be found in the documentation that
supports or justifies the majority of the initiatives influencing
curriculum development in UK schools:
• Personal Learning and Thinking skills
• 14-19 Diplomas.
• Functional Skills
• Assessing Pupil Progress
• Assessment for Learning
• The Report Card
• Managing Information across Providers
• Individual Advice and Guidance
• Personal Development Planning
• Curriculum Dimensions
• Qualifications and credit Framework
• National strategies - apply a range of pedagogies
• Foundation Learning Tier
• Accrediting Prior learning/ Recognition of prior learning
• Harness technology
• Engage NEETs
• Building Schools for the future
• Revised Key Stage 3
• Revised Key Stage 4
• GCSE - Controlled assignments
• Key Stage 5 - Extended project
• Changing employment demands – continual Professional and skills
development – everyone a learner, operating in a global, e-enabled
society
• Preparation for Lifelong learning
Learning has always been a personal ‘thing’; economics has, before
ICT, meant that it was often packaged up as a group activity. Can new
technologies and tools put the personal bit back into learning?
What is Personalised Learning?
“instruction should not be restricted by time, place or any other
barriers, and should be tailored to the continuously modified
individual learner’s requirements, abilities, preferences, background
knowledge, interests, skills, etc” http://www.ub.edu/multimedia/iem/down/c4/Personalised_Learning.pdf
OR could Personalised Learning be defined as what goes on in a
Personal Learning Environment?
A Personal Learning Environment:
• where learners take more control of their own learning and, by
taking more responsibility for the management of their own learning,
become more independent learners;
• where learners set their own learning goals, manage their learning
and communicate with others;
• that provides learners with access to information sources and a
common interface for communication and collaboration with others;
• that encourages the learner to explore, develop and learn;
• that encourages the learner to recognise, reflect on, share and
celebrate their achievements;
• that is centred around the interests of the learner, their learning
needs and provides the learner with opportunities to learn by
‘doing’;
• that will enable learners to develop plans in terms of their
competencies, skills and progression routes;
• that supports any where any time learning + lifelong learning;
• Helps learners to find things (information and things they have
created) and other learners;
• That supports a way of learning that gives greater value to the
individual as a learner and moves the focus away from what is being
taught towards what is being learnt.
• That enables access to Parents, Carers, Other Adults including
Mentors and Experts in order to extend understanding.
http://groups.google.com/group/eportfolios-and-plts/browse_thread/thread/cbc130c69f61f249/e3d23c55ebc21654?hl=en&lnk=gst&q=personalisation#e3d23c55ebc21654
OR could Personalised Learning be defined as what learners do when
they apply their Personal Learning and Thinking skills?
John Pallister
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