1. Lab Group Roundtable July 2005 Harnessing technology to personalise the learning experience Diana Laurillard, Head of the e-Learning Strategy Unit Department for Education and Skills, UK

2. Primary 14-19 Skills HE Children Our aims for a 21 st century system… through our strategies for reform… will need the contributions ICT and e-learning can make… through sector-based actions… all under- pinned by the priority system actions. Personalisation and choiceFlexibility and independence Opening up services Staff developmentPartnerships Secondary Transforming teaching, learning and support Connecting with hard to reach groups Opening up an accessible collaborative system Improving efficiency and effectiveness ICT in Schools Strategy Post-16 e- Learning Strategy Higher Ed e- Learning Strategy Every Child Matters Post-16 An integrated online information service for all citizens Integrated online learning and personal support for children and learners A collaborative approach to personalised learning activities A good quality ICT training and support package for practitioners A leadership and development package for organisational capability in ICT A common digital infrastructure to support transformation and reform

3. Primary 14-19 Skills HE Children Our aims for a 21 st century system… through our strategies for reform… will need the contributions ICT and e-learning can make… through sector-based actions… all under- pinned by the priority system actions. Personalisation and choiceFlexibility and independence Opening up services Staff developmentPartnerships Secondary Transforming teaching, learning and support Connecting with hard to reach groups Opening up an accessible collaborative system Improving efficiency and effectiveness ICT in Schools Strategy Post-16 e- Learning Strategy Higher Ed e- Learning Strategy Every Child Matters Post-16 An integrated online information service for all citizens Integrated online learning and personal support for children and learners A collaborative approach to personalised learning activities A good quality ICT training and support package for practitioners A leadership and development package for organisational capability in ICT A common digital infrastructure to support transformation and reform Personalisation and choiceFlexibility and independence Opening up services Staff developmentPartnerships Transforming teaching, learning and support Connecting with hard to reach groups Opening up an accessible collaborative system Improving efficiency and effectiveness ICT in Schools Strategy Post-16 e- Learning Strategy Higher Ed e- Learning Strategy Every Child Matters Primary 14-19 Skills HE ChildrenSecondaryPost-16 Harnessing Technology Transforming Learning and Children’s Services

4. Challenging objectives for e-learning Transform teaching and learning through personalisation Reach out to hard-to-reach groups Open up education to wider partnerships Achieve greater efficiency and effectiveness

5. An integrated online information service for all citizens Integrated online learning and personal support for learners A collaborative approach to personalised learning activities An ICT training and support package for professors A leadership package for organisational capability in ICT A common digital infrastructure to support transformation System priorities for an e-learning strategy

6. Why should I learn? What can I learn? How could I study? How will I learn? How do we know I’ve learned? Where will it get me? Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance Curriculum choice through partnerships Provider flexibility and online support Partnerships offering flexible courses, modes, locations and patterns of study Adaptive, interactive learning environments Adapting to learning style and pace Personalised feedback and support Assessment when ready Formative feedback Progress files and e-portfolios Personalised needs analysis Access to information and guidance The contribution of personalisation to the learner’s journey ~ at any age Early years School Adult skills HE Where is research needed?

7. Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance Curriculum choice through partnerships Provider flexibility and online support Partnerships offering flexible courses, modes, locations and patterns of study Adaptive, interactive learning environments Adapting to learning style and pace Personalised feedback and support Assessment when ready Formative feedback Progress files and e-portfolios Personalised needs analysis Access to information and guidance Where is research needed?

8. Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance Curriculum choice through partnerships Provider flexibility and online support Partnerships offering flexible courses, modes, locations and patterns of study Adaptive, interactive learning environments Adapting to learning needs Personalised feedback and support Assessment when ready Formative feedback Progress files and e-portfolios Personalised needs analysis Access to information and guidance Where is research needed? Basic Action Planning & Mgt R&D research √ √ √ √ √ √ √ √ √ √ √ √ √ √√ √

9. Priority 3: A collaborative approach to personalised learning activities Enable teachers and professors to create, adapt, re-use and share resources Promote innovation by developing flexible learning activity design tools Review and update the curriculum and qualifications to reflect the impact of technology on learning and meet market needs in e-skills for employment.

10. Actions on personalising learning activities include… Action Promote innovation by developing flexible learning activity design tools ensuring that e-learning products are based on robust evidence of effective learning and teaching. Milestones National framework of standards for pedagogical quality, accessibility, and safety, and development process criteria available online by 2006 A cross-sector e-learning innovation co-ordinating group in place, with appropriate representation, to develop business models and a cross- sector innovation fund, enabling procurement of e-learning activities customisable for different sectors and learner needs, for 2005 Programme of research on learning and pedagogy established by Engineering and Physical Sciences Research Council (EPSRC) and Economic and Social Research Council (ESRC) by 2006

11. We must move to the next generation of e-learning products that empower teachers and lecturers to be creative and innovative in their approach to pedagogy Basic research should be theory-driven Action research should be practice-driven Planning and management should be policy-driven What theory??...

12. John Dewey Jean Piaget Lev Vygotsky Jerome Bruner Paulo Freire Gordon Pask Terry Winograd Seymour Papert Lauren Resnick John Seely Brown Ference Marton John Biggs Jean Lave Inquiry-based education Constructivism Mediated learning Discovery learning Learning as problematization Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning share a common conception of the learning process There is a common thread 1890. 1940. 1960. 1980. 2000. - the learner as active agent in the learning process in the development of our understanding of learning

13. Inquiry-based education Constructivism Mediated learning Discovery learning Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning What counts as active learning ? Learners need to be engaged in goal-oriented tasks practising skills exploring and experimenting using feedback to adapt actions discussing what they do reflecting on what happens articulating what happens

14. What are “flexible learning activity design tools”? There is a parallel with traditional study plans – which are essentially learning activity design tools And with traditional learning resources – which are essentially like ‘learning objects’ or ‘digital assets’

15. Study plan for introducing a new concept Illustrate the need for the concept(imaginary numbers, government, energy…) Individual work on ideas for doing without it Class discussion Demonstrate definition and use of concept Group work on exercises using the concept Class questions and answers Summary with illustrations Preview objectives of next lesson Demonstrate definition and use of concept Presentation of the method/application with examples Class questions and answers Individual work on simple exercises to practise use Pairs compare and discuss answers Demonstration of correct approach Summary with illustrations These are the pedagogical design tools teachers are familiar with using existing learning resources & assets

16. The e-learning version: a learning activity design tool populated with digital assets Define the learning sequence using an activity design tool ~ Individual exercise Group discussion to compare results of individual activity Attend to definition and use of concept Group work on practical exercise Class questions and answers Summary with illustrations Preview objectives of next lesson Individual exercise Construct elicitation for a set of objects Find a target value in a simulation Rehearse an interpretive observation exercise Practise a procedure. ~ select from existing digital assets ~ How do you design this sequence in the digital world?

17. Authoring environment for an online discussion activity Activity sequences stored for re-use and sharing with colleagues Author defines question and resource links Author creates sequence by linking activities Drag and drop activity tools to create sequences

18. Findings from initial pilots Stimulates reflection on pedagogy Supports activity-based learning Promotes collaborative learning and discussion Scaffolds the development of autonomous learning Gives learners an insight into real learning, with ‘no right answers’ Fosters collaboration between staff Gives staff a sense of ownership

19. Transforming teaching and learning… Enable teachers to drive design Challenge use of technology from pedagogic theory Keep activities format and resources separate Transfer pedagogic design through activities format Train staff in use of flexible learning activity design tools

20. Priority 4: A good quality ICT training and support package for practitioners Provide initial training, professional development, and access, to support the high quality use of ICT and e-learning, through guidance and exemplars Support subject-based collaboration across sectors via online networks of teachers, trainers and professors Encourage transfer of good practice in evaluating the use of ICT to improve learning and teaching across the education inspectorates Encourage and recognise good practice in the use of ICT through professional recognition and accreditation

21. And at HE sector level, actions on ICT training and support include… Action Ensure that research in e-learning and the pedagogy of subject teaching is given full recognition. Milestones Research in e-learning and the pedagogy of subject teaching to be fully recognised within subject panels by 2007-08.

22. Challenging objectives for e-learning Transform teaching and learning through personalisation Reach out to hard-to-reach groups Open up education to wider partnerships Achieve greater efficiency and effectiveness

23. Achieving the vision… In five years – we can build the common ground that brings all our education services to the point of using technology well In ten years – building on new capabilities and appetite for innovation, we could be anywhere - depending on our ambition and imagination

24. Harnessing Technology Transforming Learning and Children’s Services www.dfes.gov.uk/publications/e-strategy

25. Case study: HE – Industry partnerships Created an environment with virtual buildings, reception areas, personal offices, common rooms, and project rooms. Offered partnerships between academia, public sector organisations and businesses. Provided access to research, efficient document management, a powerful search engine, regular alerts and expert links. Created an environment with virtual buildings, reception areas, personal offices, common rooms, and project rooms. Offered partnerships between academia, public sector organisations and businesses. Provided access to research, efficient document management, a powerful search engine, regular alerts and expert links. A first-class learning environment was achieved where learners can access online resources when they need them. Researchers in academia and industry can work together more easily. A first-class learning environment was achieved where learners can access online resources when they need them. Researchers in academia and industry can work together more easily. Key actionsImpact… The Virtual Science Park at the University of Leeds provides on line support for research networks, professional and graduate learning and out-reach activity. Situation

26. Access to online Law courses High demand across E Sussex colleges Only Sussex Downs College has a AS Law tutor Developed online resources for own and other school and college students Online resource, tasks, tests, and tutor support, as well as f2 support Interactive tests provide immediate feedback and guidance

27. Results Online support helped to increase the students’ ability to manage their own learning independently. In 2003 100% of the students (both those who studied the course at the college and those who studied online) passed the AS level course. The college plans to offer AS Law to other colleges and schools Seeking funding to develop further ten AS level courses on-line using the same model.