Making Learning Personal: Self-Regulated Learning and Individualisation
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A keynote on personalisation vs individua(lisa)tion given at a conference on personalisation at Greenwich University
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Making Learning Personal: Self-Regulated Learning and Individualisation
- 1. Making learning Personal Self regulated learning Serge Ravet
- 2. Context
- 3. Individualisation Socialisation Policy Change Economy Society Technology
- 4. The centre of gravity of information systems is moving from organisations towards individuals
- 5. Learning management systems LMS PLE Personal learning environments
- 6. Vendor Relationship Management VRM CRM Customer Relationship Management
- 7. Medical record MR PHR Personal Health Record
- 8. "The vision for the future of health care starts with the premise that consumers should own their own total personal health and wellness data and that only consumers, not insurers, not the government, not employers and not even doctors, but only consumers should have complete control over how it is used" Adam Bosworth, Google Vice- President speech to the 2007 AMIA (American Medical Informatics Association)
- 10. Anger as NHS patient records lost London 23 Decem ber 2007:The government has come under stron g criticism after nine English NHS trusts admitted losing patient records in the latest p ublic sector data lapse. Hundreds of thousands o f adults and children are thought to be affected. It follows losses of millions of child benefit claimant and driver details.
- 12. Organisation LMS CRM MR today’s Social Networks Community hosting aggregating tomorrow’s Social Networks PLE Individual PHR VRM
- 13. Social networks Int e r n e t o f S u b j e cts
- 14. In t e r ne t of S u b je c ts
- 16. User Generated Context User Generated Content
- 20. Strong W e a k
- 22. Empowerment C o n t r o l
- 24. Planning, acting, reflecting Sequencing, testing, adapting
- 26. Self-Regulated Learning as individua(lisa)tion
- 27. Self-awareness
- 28. Self-efficacy
- 29. Self-concept
- 31. P l a n A c t Monitor
- 32. P l a n Monitor t Goal setting Defining strategies c Assessing odds to succeed Identifying obstacles & resources Planning A
- 33. P l a n Monitor t Goal setting Environment structuring Defining strategies Collecting outcomes c Assessing odds to succeed Connecting Identifying obstacles & resources Supporting others Planning Seeking assistance A
- 34. P l a n Monitor t Goal setting Environment structuring Self-assessment Defining strategies Collecting outcomes Seeking external reviews c Assessing odds to succeed Connecting Reflecting Identifying obstacles & resources Supporting others Reviewing plans Planning Seeking assistance Transforming I n f o r m a t i o n A s e e k i n g
- 35. L e a r n i n g Scaffolding
- 36. Conditions for (strong) individualisation
- 37. Organisational Heterogeneous vs homogeneous groups
- 38. Sociological Learners as producers of knowledge
- 39. Political Recognition of informal learning
- 40. Learning materials Modularisation —e.g. CRI User Generated Content...
- 41. Learning environment PLE, ePortfolio, VLE, LMS User Generated Context...
- 42. “One thing I really liked about this course and felt was something that would be useful in other courses too is the use of a class wiki. It was a good place to go, and it was nice to be able to edit on a collaborative site than have a set page. It was also good to be able to put up interesting information and be trusted with the opportunity to administer the site. It also helped build a sense of responsibility and collective understanding. It exposed me to a lot of new ideas that I otherwise wouldn’t have learned.” Student testimony
- 43. Technical Identity and access management
- 44. Internet A person centric Internet The Internet of Subjects
- 45. Remarks
- 46. Personalisation = space for by the individuals
- 48. Tacit knowledge Socialisation Externalisation Explicit knowledge i i Tacit knowledge i i i g i i i g i g o g o g g Internalisation Combination Explicit knowledge Adapted from Nonaka, Takeuchi, Konno & Toyama
- 49. Tacit knowledge Socialisation Externalisation Explicit knowledge i i Tacit knowledge i i i g i i i g i g o g o g g Internalisation Combination Explicit knowledge Adapted from Nonaka, Takeuchi, Konno & Toyama
- 50. Articulating tacit Sharing and creating knowledge through tacit knowledge Tacit knowledge dialogue and through direct Socialisation Externalisation reflection experience Explicit knowledge i i Tacit knowledge i i i g i i i g i g o g o g g Internalisation Combination Systemising and Learning and applying explicit acquiring new tacit knowledge in practice Explicit knowledge knowledge and information Adapted from Nonaka, Takeuchi, Konno & Toyama
- 51. Collect Articulating tacit Sharing and creating knowledge through tacit knowledge Tacit knowledge dialogue and through direct Socialisation Externalisation reflection experience Explicit knowledge i i Tacit knowledge i i i g i i Practice i Reflect g i g o g o g g Internalisation Combination Systemising and Learning and applying explicit acquiring new tacit knowledge in practice Explicit knowledge knowledge and information Connect Adapted from Nonaka, Takeuchi, Konno & Toyama
- 52. Individualisation & identity construction are deeply connected
- 53. “[...] Most research on identity question the past or the present ( "Where are you from?" and "Who are you?"), while the concern with identity is actually mostly connected to the invention of self. [...] The self-concept is an instrument of action and change.”
- 54. Individualisation should lead to self-invention
- 55. External Past I Future Me Internal
- 56. a c t i o n invention narration External Past I Future Me Internal reflection
- 57. a c t i o n invention narration External Past I Future Me Internal reflection