Personalisation for All?. Organising for Personalisation at Scale
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Personalisation for All?
Organising for Personalisation at Scale
Do you believe
that e-learning can transform the experience of education?IF SO HOW LONG BEFORE IT HAPPENS?
A hypothesis?Learning always has been and always will be a personalised experienceIt is the organisation of education that has been impersonalThe impediment has been economic scaleabilityTechnology is making personalisation achievable at scale
I never allowedMy schooling toInterfere with myEducation
What I am told by practitionersThe structureThe cultureThe fundingWorks against optimising e-Learning
Types of E-Learning
Plus ca change?
The Biggest Mistake
New Teacher=Old Teacher+IT
IT and GlobalisationMinimum skill set for a living wage risingDemand for low-skilled workers fallingRate of change of skill needs increasingState budgets under pressureIncreased demands for creativity, innovation, design and personal/inter-personal skills
The Underlying LogicPeople are for thinking, machines for doingIf it can be done, it can be automatedIf it can be automated it can be done elsewhere more cheaplyWhat do we mean by high-skilled?
Lessons from IndustryIT is about organisational effectivenessOptimising effectiveness comes through organisational changeRe-engineering Education to support Lifelong learning
Re-engineer what?The educational infrastructureThe curriculum and assessmentThe teaching professions
To put the learner at the heart of the system
Learning on DemandPersonalised, mass-customisationUser-driven qualityTeamwork-oriented teaching and learningExams and Qualifications?Administration built-in not bolted-on to teaching and learning processes
The Economics of Mass CustomisationStandardisationSpecialisationIntegrationAround the demand side to free resources to deliver efficiency and effectiveness
A Culture of Lifelong LearningAccess to lifelong learningContent to support individual lifelong learnersA social context for lifelong learning
MIT90s paradigmThe OrganisationExternal environmentManagementProcessesStrategyOrganisationDesignITPeople andRoles
MIT90s paradigmThe OrganisationExternal environmentManagementProcessesStrategyOrganisationDesignITPeople andRolesOrganisationalCulture
ScientistEngineerTechnicianEducationTrainingLearningTo ThinkLearningTo Do
Education or Training?ScientistEngineerTechnicianStableTimesUnstableTimesLearningTo ThinkLearningTo Do
5 Levels of TransformationExtent of benefitsDegree ofTramsformationLocal exploitationScope RedefinitionNetwork RedesignProcess RedesignInternal IntegrationEvolutionaryRevolutionaryInternalExternalSource: MIT
Multiple IntelligencesMathematical and logicalLinguisticInterpersonalIntrapersonalBodily kinaestheticMusicalNaturalistVisual and Spatial
Technologies for PersonalisationWeb AccessibilityNavigationSmart CardsVoiceHandwritingGesturesImplants.
Assessment and AccreditationModularWhen ready, not age!Credit accumulation and transferTime stamped?Vocational/academicProcess and/or contentAssessment for/of LearningBachelor of Learning?
From Pilots to EmbeddingNeedXVisionXCapabilitiesXFirst steps
ContentWhat is content?Ownership?Who creates content?Tools for teachers or content for teachers?Individuals or teams of creators
A Learner in her life plays many parts..StudentTeacherLibrarian/CuratorResearcherAssessorCounsellorParent
Teacher RolesSubject matter expertLearning resources managerLearning coachEducational administratorStaff development managerCurriculum agentCounsellor: personal, career, socialTrainees
Creativity and ITCombinatorialExploratoryTransformationalSource: Margaret Boden
The Policy ChallengesSort out the role of the professional teacherMake progress on the content vs tools debateAccessibility to e-LearningThe Pensions CrisisThe over 50s disappearedHealth educationIntellectual propertyEvidence..
TransformationBe realistic about how long it will takeCelebrate successInnovate, Learn and Push the boundaries