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Juan Domingo Farnós Estamos en un proceso evidente de realidad mixta, tanto en el mundo del aprendizaje, el trabajo, como en el día a día y eso va para el desarrollo social, económico, educativo:... Como vemos la sociedad y por tanto sus disciplinas van emprendiendo caminos y procesos "híbridos" que van "mutando" y evolucionando hacia… Via juandoming 
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We must walk away from this hyper-individualized brand of personalized learning. We must walk away from its reductionism, assuming that education is simply an arrangement of individualized playlist cards or isolated experiences. We must run from the idea that technology is necessary to make the classroom a more personal and humanized place, because what personalizes the classroom is not fancy technology and big data: truly knowing children is what personalizes and humanizes a modern classroom.
Within the last year of my time in Silicon Valley, I spoke with an engineer about an idea he had. He fantasized about the notion that artificial intelligence (AI) technology could, in fact, play a role in personalized learning in the near future. I pushed back immediately, knowing full well the engineer would assure me that AI could very well do some of the jobs that teachers do now. And surely he did. He told me that, some day, the “future Paul France” would look back and see that AI could, in fact, do some of the jobs I do now. I believe him. I’ve seen what’s possible in Silicon Valley, and I don’t doubt the ventures to which ambitious humans set their minds. That said, I’d never want a computer to do what I do. What I do requires curiosity, compassion, and heart. What I do requires a yearning to contribute to something greater than myself. I’m sure that an engineer well-versed in AI would tell you that this–curiosity, compassion, heart–that it’s all theoretically possible. And I’m sure it is. But technologists know that good technology is only built to fulfill needs that didn’t previously have solutions. Curiosity, compassion, and a love for learning are needs that are already accounted for. They are accounted for by teachers–not computers. Via Miloš Bajčetić
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Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.” Via Nik Peachey, Miloš Bajčetić
Jerry Busone's curator insight,
December 5, 2017 7:39 AM
Personalized learning is not learn at your pace and check the box when you are done. Thats control and compliance to learn something. Personalized learning misgiving the learner the freedom to follow a meaningful line of inquiry, while building the skills to connect, challenge and analyze information and make their assumptions on best way to leverage those skills. |
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Larry Berger "is exactly right that there is a fundamental problem with the assumptions behind what he calls the engineering model of personalized learning," writes Phil Hill. Berger argues that he "spent a decade believing in this model—the map, the measure, and the library, all powered by big data algorithms" but that ""the map doesn't exist, the measurement is impossible, and we have, collectively, built only 5% of the library." Hill reiterates his minority and irrelevant definition of 'personalized learning' as "teaching practices that are intended to help reach students in the metaphorical back row" but beyond that doesn't say more about Berger's commentary. And Berger's commentary is important, and importantly right. Via Miloš Bajčetić
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This is a more recent article from Benjamin Doxtdator on personalized learning (the previous one cited was from July). "Chomsky and Herman describe how five filters – media ownership, revenue through advertising, reliance on official sources, flak, and anticommunist ideology – shape not only the opinions expressed in the media, but the selection of what is newsworthy in the first place," he writes. "Here, I slightly modify their filters to examine how the venture philanthropy (specifically, The74 and EdSurge) media frames personalised learning." Via Miloš Bajčetić
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juandon Los policy makers, las administraciones, organizaciones etc... pueden diseñar proyectos transversales para poder trabajar con ABP, Personalized learning, social learning, PLE, PLN, Analytic learning, BIG Data etc... El bienestar dentro de una estructura social redárquica es mucho más experimental, no es la “jerarquía de necesidades” de Maslow que nos ocupa en la sociedad posmoderna.…
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