James Ballard

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Personalisation and E-Learning

• James Ballard
• 10th June 2008

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Personalisation

• The logic of education systems should be
  reversed so that it is the system that conforms
  to the learner, rather than the learner to the
  system. This is the essence of personalisation.
• Personalisation and Digital Technologies
• http//www.futurelab.org.uk/resources/documents/op
  ening_education/Personalisation_report.pdf

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Improving Quality

• Management and tracking
• Account management
• Information is not lost
• Integration of systems and reports
• Communication
• Consistent interface
• Enhanced support
• Live document 24/7 access

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Improving Quality Inspection

• Ensure each learner has
• Initial assessments
• An individual learning plan
• Mapped route for achievement of goals
• QIA Excellence Gateway
• Encourage all organisations to support a
  personal online learning space for learners.
• DFES Harnessing Technology, e-Strategy

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Personalisation
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Personalisation Model
Element Ownership Focus Key attributes ULCC choice
VLE Institution Course delivery MIS Integrated Differentiated Learning Moodle
PLP Institution Tutorial Support Target Setting Reviews Status ULCC ILP
e-Portfolio Assessment Institution Awarding Body Criteria Tracking Verification Assessment Manager
e-Portfolio Learning Space Learner Personal Showcase User defined Transportable Mahara
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Virtual Learning Environment

• Support for teaching and learning through
  delivery of course materials and learning
  activity, utilising assessment, communication,
  collaboration and content tools.
• Course orientated
• MIS Integrated
• Differentiated learning
• Activity reports

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Personalised Learning Plans

• Support for the process of learning through
  mapped routes from a starting point to the
  achievement of individual goals, for example
  completing frameworks, or gaining sustainable
  employment.
• Support orientated
• Target setting
• Progress Reviews
• Goals and barriers
• Detailed reports

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E-Portfolio Assessment

• Support for summative, formative and other
  assessment through tracking evidence of work
  completed in relation to assessment criteria and
  learning outcomes.
• Award orientated
• Activities
• Gradebook
• Detailed reports

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E-Portfolio Learning Space

• Support for collation and presentation of learner
  activity and to help facilitate transition
  between stages of learning, and transition to
  employment. We learn many different things in
  different places and at different times.
• User orientated
• Open space
• User defined reports

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ULCC ILP

• Four modules (for Moodle)
• Target setting
• Concerns/Progress
• Student Information
• ILP report overview

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ULCC ILP
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ULCC/WAES Evidence Manager

• Moodle module(s)
• Map user evidence to course outcomes
• Track progress for award
• Assessor review
• Sampling overview

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ULCC/WAES Evidence Manager
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ULCC e-Portfolio Development

• Mahara
• Multiple Views
• File management
• Reflective Journals
• C.V. Builder
• Social Networking

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Mahara Learning Space
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Personalisation and E-Learning

• James Ballard
• j.ballard_at_ulcc.ac.uk
• http//moodle.ulcc.ac.uk
• http//mahara.ulcc.ac.uk (coming soon)