Thoughts and Notes

Institutional courage for personalised learning?

Bradford college are involved in an interesting JISC sponsored project starting last year involving using ELGG and Moodle to set up a social network.

SpaCE-FD Project Website The proposal also seeks to establish a more seamless link between students, College tutors, and work-based mentors (WBMs), and to open up opportunities for greater collaboration in learning.

I was immediately impressed by the fact that the project aims and approach but also by the fact that it has a website with a blog. I'm planning to investigate the project more but a closer looked revealed that there is only one substantive Blog post at the moment, entitled 'Cannot trust students' (there are some more but those are just testing Live Writer):

Bruce Stafford :Cannot Trust Students: Blog Hi All, We have been informed by Tim, that the Bradford College's net policy regarding collaborative sites is restrictive for operational reasons. If students were given the right to create communities, it is felt that there would be a plethora of such, which could lead to server capacity problems. So we create our communities, and we invite the student into a community which corresponds to their study modules. Those students involved in a single community, could then communicate with each other within that community. Meanwhile, the Moodle site remains the main repository, from which the student downloads the course and module details, along with any learning materials on that subject.

The passage in bold reminded me of how often innovative technological efforts run into restrictive institutional policies from a different age. It is inconceivable that students could create so many groups that it would overwhelm the server! An Elgg group is just a few database entries so the worst thing that could happen is that students would upload large files that can be restricted in other ways. But even if that were the case, I would imagine that the college should be thrilled and run out to buy more servers with a song in their heart! Students have become engaged in the social aspects of their learning and they want to participate. What could be better? You cannot put a price on that!

There are several deeper questions here?

  • Can schools whose first instinct is a close flow of information down and protect privacy effectively support a social space where inappropriate happenings are inevitable? Are institutions willing to reduce their risk-avoidance strategies and deal with the consequences? I've been in a number of meetings that have descended into listings of nightmare scenarios of what could happen describing things that almost never happen. But are a few offensive postings enough to prevent the freedom of expression to a whole cohort of students?(*) But what of those inoffensive postings that are strange and non-learning related or extremely (even unjustifiably) critical of the institution itself? Again, listening to the learners' voice is not always pretty and doesn't always conform to our ideal scenarios of happy self-actualising learners. But aren't we responsible to them and to ourselves to hear what is being said even if we don't like it? All of this requires courage!
  • Should traditional IT departments maintain infrastructure and support innovation. These groups are generally understaffed and mis-qualified so their first instinct is to close things down with corporate closed-source technologies so that an external vendor is responsible for any outages and users have no scope to experiment with things and even break them. This goes against the Open Source agile development ethos of 'fail fast, fail cheap, fail often'. Experimentation and growth in technology requires failure along the way. But admitting failure at the end of a three-year project with massive investment into licences is much more difficult than after a few months of experimenting with a free and open-source platform! But institutional leadership often has to rely on the advice of the very people (IT managers) who it's tryign to supervise. So opening up policies may not be easy. Particularly since often IT departments have to justifiably rein in overenthusiastic managers. How do we provice a safe and creative space for experimentation in this context?

Student voice on personalisation

Here's a video made by City College Student Union about personalised learning:
[youtube=http://www.youtube.com/watch?v=kBj8F9K-ldo&rel=1]
Two things are obvious:

  1. Students don't know the latest educational jargon
  2. Students are generally aware of their individual needs and feel schooling should respond to them

Questions to ask:

  • Are students always aware of what their 'real' needs are?
  • Are the scenarios in which educational institutions respond to student needs sufficiently fleshed out to support detailed policies?

"It's called MySpace for a reason": Formal and nonformal education in contact/flict

In a recent meeting somebody quoted a saying by a teacher: "It's called MySpace for a reason" meaning that students may not be particularly keen on inviting the teachers into their own social-networking world. However, on the other hand, a significant amount of non-formal learning takes place in these social environments. From my recent project proposal:

First look: Personalization and self-advocacy on Facebook, MySpace and Bebo

The social networks that students in Norwich are most likely to use are Facebook, Bebo or Myspace. I've recently heard someone suggest that the transition path for friend groups is Bebo > MySpace > Facebook but whether that applies here is an open question. Here's an excerpt from my Interim Report on this project:

Personalised learning and its kindred spirits

Personalised learning isn't a concept that stands alone in educational history or contemporary approaches. I've already mentioned its basic affinity with Rousseau's Emile but that is more a piece of trivia than anything else.

There are a few more substantial analogs that can be made:

  • Problem-based learning
  • Portfolio-based assessment
  • Distance learning
  • e-Learning/m-Learning
  • Self-directed learning/Learner-centered instruction
  • Montessori schools (and similar alternatives)

Personalised learning and centralised outcomes

It occurred to me from a recent conversation with an educator trying to implement elements of personalization that one of the biggest issues facing this idea is the dichotomy between learning that meets the personal needs of multiple students who are nevertheless working towards the same shared outcome that is then tested by

First impressions: Advocacy, student self-advocacy, special needs and personalised learning

My initial impression from looking at the literature on personalized learning is that there is no clear concept of what self-advocacy within personalized learning involves. First, the term self-advocacy if rarely used. There is talk of the student voice, consultation, etc. but not of self-advocacy.

It appears that the term self-advocacy is predominantly  linked to students with special needs (which includes both physical and learning disablities as well as gifted pupils). And in that context there is a very good definition available:

Where is the research on personalized learning?

After a brief look at the literature on personalized learning, I'm amazed at how little actual research there is into what happens when a PL programme is implemented. The vast majority of the literature is about setting trends and conceptualizing PL rather than investigating the ins and outs of the processes involved. This point was also made by David Collins in his introduction to a CEL publication called Leadership and the Learner Voice.

s/z: British/American approaches to personali(s/z)ed learning

It's not often that one gets to write a blog post referencing the work of Roland Barthes but it was exactly the difference between s and z that served as the title of his famous work that provided a shortcut to an accidental discovery.

Getting the project running: First steps

The project has started apace. As usual at the start of a project a lot of thing need to get taken care of. I started with these:

  • Review all materials that were generated as part of the project preparation (goals, objectives, deliverables)
  • Collect all the contacts of people who might be important to talk to
  • Collect as many materials and links as possible for a preliminary round of readings

Accuracy of metaphor and debates

On The Media-- Eau-Stained Wretch
BOB GARFIELD:: He describes another perfume as, quote, "sweeping over you like the silent, massive shadow of an Airbus A340, and yet another is "like looking down into a well of cool, black water." I told Burr he had a real knack for turning a phrase, but that I had no idea what he was talking about.

Scenarios behind technology and education debate

The Books Google Could Open

The nation's colleges and universities should support Google's controversial project to digitize great libraries and offer books online. It has the potential to do a lot of good for higher education in this country.
...

Jazz in America/Classical in Europe: Functional equivalence

NPR : Roundtable: The Future of Jazz Radio
News & Notes with Ed Gordon, August 10, 2006 · Some experts say the jazz radio format is in crisis. Some of the few stations devoted to jazz may soon change format. Guests: Suzan Jenkins, president of Jazz Alliance International, an industry group; Tom Thomas, president of the public radio research firm Station Resource Group; and Don Heckman, jazz critic for the Los Angeles Times.

Framing in perceptions of news bias

On The Media-- I Know You Are But What Am I?
SHANKAR VEDANTAM: [The study] just showed six television clips of the conflict to 144 observers, some of whom were pro-Israeli and some of whom were pro-Arab and some of whom were neutral.

Gender models and types of evidence for them

MercuryNews.com | 07/31/2006 | Internet raises gender gap
This gender gap, which affects everything from the marketing of new technology to attracting more women for engineering careers, is elegantly illustrated in an academic study just published by a researcher from Northwestern University in Evanston, Ill.

Values and statements about education

BostonHerald.com - Opinion & Editorial: Education studies show: $$ wasted on them
Choice, competition and freedom are core values that define what we are about as a nation. The Bush administration proposal to appropriate $100 million in opportunity scholarships for poor kids in failing schools is a needed program. Let’s use our limited taxpayer dollars to enhance education freedom and not on superfluous research.

Language awareness as part of linguistic competence

'Google' becomes an official verb - ZDNet UK News
Though you may have been "googling" people for years, the verb you were using was technically slang, until recently.

In fact, many regularly used tech words are just now getting the official stamp of approval from English-language dictionaries.

On Thursday, Merriam-Webster announced its latest update, and the new science and technology words added to the venerable dictionary include agritourism, biodiesel, mouse potato, ringtone and spyware.

Rationality and immigration

English is Spoken Here - Yahoo! News
The second dumbest statement in the debate over Senate legislation establishing English as the national language came from Sen. Ken Salazar (D-Colo.), who said it was needlessly divisive.
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Wait. A law that unifies a country under a single language is divisive? What kind of logic is that?
...

Linguistic nationalism and the USA

CNN.com - 'National' or 'common'? Senate ponders what to call English - May 19, 2006
WASHINGTON (AP) -- Whether English is America's "national language" or its national "common and unifying language" was a question dominating the Senate immigration debate.

The Senate first voted 63-34 Thursday to designate English as the "national language" after lawmakers who led the effort said it would promote national unity.

Beginning of History

Liberalism and Western style democracy have not been able to help realize the ideals of humanity. Today these two concepts have failed. Those with insight can already hear the sounds of the shattering and fall of the ideology and thoughts of the liberal democratic systems.

Feminism as Islam

Feminismus jako islám
Muslimové mají obecně rádi feministky asi stejně jako feministky muslimy. Přesto je feminismus jako islám. ProÄ?? Protože:

a) islám je hlubokým a významným myšlenkovým hnutím s ustavenou, zajímavou tradicí.

b) islám je pestrý a mnohorozměrný, nabízí spoustu cest a směrů.

c) islám klade otázky, které nikdo jiný neklade, a bez něj by bylo naše myšlení chudší.