1. Personalising learning in a connected world Niel McLean, Executive Director, Institutional and Workforce Development, Becta BETT 08 Friday, 11 January 2008

2. Educational challenges Continuous change Scale High expectations New roles New relationships New paths Changing nature of childhood.

3. Individuals maximise their potential through the personalisation of their learning and development. The vision for technology

4. Learner Support new approaches to teaching and learning – engaged learners Provide all learners, irrespective of their personal circumstances, with access to learning where and when they need it, in a way that recognises their diverse learning needs – supported learners Allow for this learning to be recognised appropriately – recognised learners

5. The shift in ICT focus FixedMobile Individual dataData reservoirs Teacher-ledLearner-led PeripheralCritical Disconnected management, curriculum and assessment Learning platforms focused on improving learning and personalisation ‘A nice bit of kit’‘Industrial strength solutions’ ContentServices

6. Learner drivers Book generation Drilled by rote Passive Learn with peers Learn at school Coerced to learn Learning year based on agrarian year No access to technology Screen generation Learn by involvement Active Learn with peers Learn at school and home Persuaded to learn Learning year equals agrarian year Confronted by technology Wrap around technology generation Choose what and how to learn Responsible Learn with other learners Learn where appropriate Elect to learn No learning year Empowered by technology

7. 52% 29% 25% 22% 17% 16% 10% 9% 8% 7% 4% 3% Copy from the board or a book Listen to a teacher talking for a long time Have a class discussion Take notes while my teacher talks Work in small groups to solve a problem Have a drink of water when I need it Work on a computer Listen to background music Have activities that allow me to move around Create pictures or maps to help me remember Have a change of activity to help focus Which three of the following do you do most often in class? Spend time thinking quietly on my own Talk about my work with a teacher Learn things that relate to the real world Teach my classmates about something Base:All pupils (2,417) Source: Ipsos MORI Have people from outside to help me learn Learn outside in my school’s grounds 33%

8. 55% 39% 35% 31% 21% 19% 16% 14% 12% 9% 8% 5% 6% 3% 1% In groups By doing practical things With friends By using computers Alone From friends With your parents By practising By copying By thinking for yourself Other From others In which three of the following ways do you prefer to learn? From teachers By seeing things done In silence At a museum or library Base:All pupils (2,417) Source: Ipsos MORI

9. Children and parents

10. 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. Online registration and funding transactions. 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. Contributions of e-learning to the learner’s choices Diana Laurillard

11. Views of ICT learning Learner as ‘consumer’ - where educational content is ‘delivered’ to the learner. Gareth Mills QCA

12. Learner as ‘producer’ - where the learner is provided with the tools to engage. ICT is not simply a ‘conduit for content’ but a powerful tool for thinking. Views of ICT learning

13. The key processes: Consulted across sectors to test validity. SELECT ROUTES GAIN ACCESS LEARN/ DEVELOP ACHIEVEENGAGE GAIN RECOGNITION

14. SELECT ROUTES GAIN ACCESS LEARN/ DEVELOP ACHIEVEENGAGE GAIN RECOGNITION Tutors Places Resources Locations Facility provider Learning pathway Required qualification Delivered qualifications Time commitment Learning facilitator Learner record Qualifications Learning schedule Personal objectives Learner Defined interactions – engagement example Content Case Studies Assessment Knowledge provider Curriculum

15. SELECT ROUTES GAIN ACCESS LEARN/ DEVELOP ACHIEVEENGAGE GAIN RECOGNITION Tutors Places Resources Locations Facility provider Learning pathway Required qualification Delivered qualifications Time commitment Learning facilitator Learner record Qualifications Learning schedule Personal objectives Learner Self-determined interaction – engagement example Content Case Studies Assessment Knowledge provider Curriculum

16. One: ‘Localised’ use Two: Internal co-ordination Three: Process redesign Four: Network redesign and embedding Five: Redefinition and innovative use Degree of transformation Range of potential benefits High Low Source MITs 90 Developing schools

17. A model: Impact on the learner The curriculum Continuity Teaching and learning Assessment People Resources Leadership and management

18. A model for self-review and guiding towards maturity. Developed and supported by all partner agencies. 100 professionals contributed to its development. Connects with the model of self-evaluation led by Ofsted. Accessed via an online self-review tool which offers additional facilities. Contains the national standard for ICT and enables progress towards and application for the ICT Mark. Developing the framework

19. “Self-review framework isn’t just about ICT and, interestingly, that is a key factor of its success. It focuses the mind on the whole spectrum of school development.” Steve Gator, Headteacher, Walker Technology College

20. The vision for technology Individuals maximises their potential through the personalisation of their learning and development.

21. Thank you. niel.mclean@becta.org.uk