How Far Has Web 2.0 Enabled Personalisation? A Tale of Two Projects Neil Currant, University of Bradford and Leeds Metropolitan & Christopher Murray, University.

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Presentation transcript:

How Far Has Web 2.0 Enabled Personalisation? A Tale of Two Projects Neil Currant, University of Bradford and Leeds Metropolitan & Christopher Murray, University of Leeds

Aims  Considered the impact of personalised learning and ownership through a comparison of institutional and non- institutional tools  Explored issues of implementation  Experienced how web 2.0 can be used to personalised learning

What Is Personalisation?  Learner Control?  Different Materials?  Location and Time?  To Collaborate or Not?  Learner Choice?

Institutional Tools  In ELP project 3 groups used institutional tools  Creation of e-portfolios to assist transition, for assessment and for professional development  Implemented in colleges, schools, university and the workplace

Features  Private reflective area  Share work and reflection with FP or other students  Message board facility  Single sign-in

Ownership Cohort UsedFeelings of Ownership FE Students (Feedback from PO) 39%44%-Me 52%- University Undergraduate Nurses (Feedback from tutor) 86%50%-Me PRHO’s88%14%-Me 71%-Deanery

Comments on Ownership  Design-“Because when you log in the logo is Leeds University”  Feedback-“You do what you want on it but the university still has input”  Work-”It’s personal to me and most useful to me”  Assessment impacted on ownership!

Discussion  How do you encourage ownership/personalisation?

Non –Institutional tools Lesson learnt

Background  BME students from Leeds who were previously involved in Junior Windsor Fellowship Programme BME students Junior Windsor Fellowship Programme  Independent learning Progression ModuleProgression Module  Assessed E-portfolio used to provide evidence of learningE-portfolio  Once monthly face to face sessionsface to face sessions

Tools – outside direct institutional control & ‘personalisable’  PebblePAD e-portfolio Evidence of learning assessed  Google group Peer communication Tutor communication  Messenger (MSN / Yahoo) 1to1 learner / tutor communication

Getting started  Setting up accounts E-portfolio Google group Adding friends to Messenger  Issues Student addresses (all tools need an account to set-up) Self registration v. Tutor registration Multiple usernames needed

Keeping Going 1  Google group did not ‘take off’ username / password issue Some students came from same school  Number of messages posted after training session : 2  Content of messages: password / login issues

Keeping Going 2  Messenger ‘private space?’ Age issue  Users who I was able to add : 11 (out of 20)  Users who added me : 7  Conversations held: 2  Content of conversations: 1) a general hello, 2) encouragement to carry on the module after student had missed some face to face sessions.

Keeping Going 3  Independent learning Not used to setting own deadlines and working in this way.

Experience of certain tools

Contribute content online

Communication tools used

Lessons learnt  Students prefer mobile for communication and real time (e.g MSN) over delayed ( )  Mainly consumers of content rather than creators  Independent learning needs to be developed and encouraged more  Not as familiar with internet tools as expected  Issues of being outside the institution

Discussion  Is using non-institutional tools: Sustainable? Too risky? More flexible? More personlised?  Can we „piggy-back“ on learners personal tools?  Do we need to create formal personal learning tools?