Not Signed-In
Which clippings match 'Personalised Learning' keyword pg.1 of 1
22 DECEMBER 2013

Global Technology Outlook 2013: Personalised Education

"An industry at the brink of transformation: The education industry is at the brink of an IT–enabled transformation. This transformation is driven by a demand for quality education that outstrips supply especially in the growth markets, misalignment between education and employment needs, and impatience with inefficiencies of education systems. For example, the government of Brazil is already funding students to go abroad because of a shortage of education infrastructure and quality educators. If growth continues to follow the existing trajectory, India will need about 800 more traditional universities than current levels today of about 350 universities.

Today, the most talked about application of technology to address these gaps is the advent of Massive Open Online Courses, or MOOC, which are growing rapidly. Several startups have emerged including Udacity, Khan Academy and Coursera, with millions of students enrolled across hundreåds of countries. Large amounts of new data are being created, which thus far is untapped for its potential.

What is Personalized Education: Education today is mainly delivered on a one size fits all basis. This is a key cause of the poor quality and inefficiencies associated with the industry. Educational institutions can learn from healthcare by drawing the parallels of doctors to educators, patients to learners, medicine/treatment to courses/learning, and payers to education loan providers. From a technology point of view, the use of electronic health data to form patient records, derive evidence, and provide patient–centric personalized healthcare can be extended to education, with the formulation of digital student records helping to inform and provide personalized learning pathways based on the capabilities of the learner and the desired outcomes.

Implications for the industry: The education industry is ripe for innovation, as new business models are instantiated on the emerging new sources of data, in particular the longitudinal learning data (tracking student information over multiple years in multiple schools). Predictive and prescriptive analytics will be applied to improve outcomes and efficiency. Clustering learners into groups, assigning new learners to existing clusters, identifying when a learner is deviating from a particular path are some possible outcomes. Prescriptive analytics would identify personalized learning pathways, track progress, and provide feedback to ultimately improve timely graduations and employability. Combined with industry demand data, supply estimates could be provided and targeted courses created with intakes tweaked to meet estimated demand. What will it take to succeed?: Ultimately there are many stakeholders who will be involved in improving education. This includes academic institutions, state education departments, students, learning management systems (LMS) and MOOC providers, government social service agencies and corporations. In order to achieve their often–shared goals, particularly to improve graduation and employment rates, they'll need to come together to create an open platform for sharing this data and insights from the analytics."

(William LaFontaine, 2013, IBM Research)

1

TAGS

2013 • Alabama State Education • analyticsBrazilCourseradata integration • demand for quality education • Desire2Learn • digital student records • e-learningeducationeducation and employment • education industry • education shortage • electronic health data • healthcareIBM • IBM Global Technology Outlook (GTO) • IBM Research • IndiaKhan Academy • learning management systems • LMSlongitudinal learning dataMassive Open Online CoursesMOOCsone-size-fits-all solution • outcomes and efficiency • patient records • patient-centric • personalised educationpersonalised healthcarepersonalised learning • personalised learning pathways • predictive analytics • prescriptive analytics • Qatar Supreme Education • study abroadUdacity

CONTRIBUTOR

Simon Perkins
04 APRIL 2012

Rare Archival Footage of Marshall McLuhan

"This rare archival footage of McLuhan speaking to an ABC journalist on his visit to Australia was recorded on 19 June 1977 in Sydney.

ABC Archive notes: 'Canadian expert on electronic media, Marshall McLuhan, arrives in Australia to address a seminar on Australian radio. He advocates shortening of TV transmission time and better balance between TV, radio and press. McLuhan speaks about the effect of TV on children.'

From other sources we know that he was brought to Australia by Sydney radio station 2SM.

Sadly no record of the interviewer has been kept, though we think she has a New Zealand accent."

(ABC Radio National, Australia)

Fig.1 This rare archival footage of McLuhan speaking to an ABC [Australian Broadcasting Corporation] journalist on his visit to Australia was recorded on 19 June 1977 in Sydney.

1

CONTRIBUTOR

Simon Perkins
18 OCTOBER 2011

Pearson launches their OpenClass learning environment

"Pearson today made a major move to increase access and collaboration in higher education by launching OpenClass. A key component of Pearson's vision to increase access, achievement and affordability, OpenClass offers institutions and instructors the ability to engage and interact with their students using the collaborative technologies that students are embracing – at no cost.

OpenClass is a new kind of self–service learning management system (LMS) delivered from the Cloud. It is easy to use and completely free. There are no hardware, licensing or hosting costs, thus enabling widespread adoption of new learning approaches that encourage interaction within the classroom and around the world.

'Now, educators and students are able to communicate and collaborate in new ways across institutions and around the globe – providing a richer, more personal and more connected learning experience. At no cost,' said Matt Leavy, CEO of Pearson eCollege.

OpenClass integrates seamlessly with Google Apps for Education™ and will be available starting this week in the Google Apps Marketplace™, Google's online storefront for Google Apps™ products and services. With single sign–on and a unified navigation bar, instructors and students can launch OpenClass from within Google Apps or access their Google applications from OpenClass. Launching OpenClass in the Google Apps Marketplace™ provides institutions with the easiest path to adoption and an avenue to reach institutions already familiar with the benefits of cloud–based solutions.

'We're excited to have OpenClass in the Google Apps Marketplace,' said Obadiah Greenberg, Google's Business Development Manager for Education. 'OpenClass is tightly integrated with Google Apps for Education, our free suite of communication and collaboration applications. Through the Google Apps Marketplace, schools will have access to OpenClass. We are happy to offer this complementary learning management system to the millions of students, faculty and staff already using Google Apps.'

'OpenClass has huge potential for higher education,' said Adrian Sannier, Senior Vice President of Learning Technologies at Pearson. 'OpenClass accelerates what technology will do for learning with a free, open and innovative platform that easily scales and lets students work via social media, with an intense focus on learning that elevates achievement.'

Pearson, working closely with its design partners, will rapidly advance the capabilities of OpenClass to leverage the rich data and social foundations of the platform and the ability to release new functionality frequently. Design partners include Abilene Christian University, Arizona State University, Central Piedmont Community College, West Virginia University at Parkersburg, Monash University, Kentucky Community & Technical College System, Rice University, the University of Wisconsin Extension and Columbia University. Many of these institutions are already teaching courses on OpenClass this fall.

'We truly believe that OpenClass is a disruptive technology for education,' said Kevin Roberts, Chief Planning and Information Officer at Abilene Christian University. 'Pearson's commitment to providing an open and free platform is monumental. The days of 'business as usual' in higher education are gone. OpenClass is a powerful tool to help us move forward into the connected, mobile and open world that we live in.'"

(Susan Aspey, Pearson press release 13 October 2011)

TAGS

2011 • Abilene Christian University • across institutions • Adrian Sannier • Arizona State University • Central Piedmont Community College • classroom • classroom interaction • cloud computing • collaborative technologies • connectedconnected learningconnectivismdisruptive technologieseducatorGoogle Apps • Google Apps for Education • Google Apps Marketplace • Google Inchigher educationICT • Kentucky Community and Technical College System • Kevin Roberts • Learning Management Systemlearning platformlearning technologiesLMS • Matt Leavy • Monash University • new learning approaches • Obadiah Greenberg • online education provider • OpenClass • Pearson • Pearson eCollege • personalised learningRice University • self-service • social foundations • studentstechnology platform • University of Wisconsin Extension Columbia University • West Virginia University

CONTRIBUTOR

Simon Perkins
11 DECEMBER 2010

Personalising learning: learner-centred and knowledge-centred

"Personalising learning is... ...learner–centred and knowledge–centred: Close attention is paid to learners' knowledge, skills, understanding and attitudes. Learning is connected to what they already know (including from outside the classroom). Teaching enthuses pupils and engages their interest in learning: it identifies, explores and corrects misconceptions. Learners are active and curious: they create their own hypotheses, ask their own questions, coach one another, set goals for themselves, monitor their progress and experiment with ideas for taking risks, knowing that mistakes and 'being stuck' are part of learning. Work is sufficiently varied and challenging to maintain their engagement but not so difficult as to discourage them. This engagement allows learners of all abilities to succeed, and it avoids the disaffection and attention–seeking that give rise to problems with behaviour.

...and assessment–centred: Assessment is both formative and summative and supports learning: learners monitor their progress and, with their teachers, identify their next steps. Techniques such as open questioning, sharing learning objectives and success criteria, and focused marking have a powerful effect on the extent to which learners are enabled to take an active role in their learning. Sufficient time is always given for learners' reflection. Whether individually or in pairs, they review what they have learnt and how they have learnt it. Their evaluations contribute to their understanding. They know their levels of achievement and make progress towards their goals. Stimulated by How people learn: brain, mind, experience and school (Bransford, J. D., A. L. Brown, et al.)."

(Teaching and Learning in 2020 Review Group, 2007, p.6)

Bransford J.D., Brown A. L. and Cocking R. (eds.), How people learn: brain, mind, experience and school, National Academy Press, Washington DC, 2000.

1). Teaching and Learning in 2020 Review Group (2007). '2020 Vision: Report of the Teaching and Learning in 2020'. Department for Education and Skills.

1

TAGS

20072020 • active learners • assessment for learning • assessment-centred • BSF • building schools for the future • classroomcollaborationContinuing Professional DevelopmentCPDdiscoveryeducationengagementexperimentationformative assessment • hypothesis building • ICTindividualknowledge • knowledge-centred • learner-centredlearning guides • learning objectives • new technologiespedagogypeer learningpersonalisationpersonalised learningpersonalising learning • personalising teaching • reflection • School Improvement Partners • social constructionism • success criteria • summative assessmentteachingUKunderstanding

CONTRIBUTOR

Simon Perkins
Sign-In

Sign-In to Folksonomy

Can't access your account?

New to Folksonomy?

Sign-Up or learn more.