Group Three Wiki Notes: Personalized Learning

70591583_f319cb6b93_t.jpg Personalized learning, and learning standards that work across borders.
Learners have an unprecedented level of control over the content they work with. They are no longer limited to handpicked resources presented by teachers; instead, a world of information is available to them, both online and off. Learners are quite able to select materials in a variety of formats, including audio and video, to meet their needs. That being the case, what kinds of standards can be set forth that allow for the flexibility of personalized learning, yet still ensure enough consistency among informal or local programs?

Please consider any five of the following questions as you explore the theme of personalized learning and learning standards that work across borders.


1. What is the difference between informal learning and personalized learning?

Difficult to distinguish, is it even desirable... Personal learning can encompass both formal and informal learning.

How do we even define difference between informal and formal learning (or should we be striving to blur them)?

Perhaps it´s a question of intentionality.

2. In what areas are standards required? In what areas are standards perhaps not necessary?

The remaining value proposition of a university remains accreditation. Community accreditation may well supplant it, but that is not the present reality.

Vocational, or skills-based? And what about critical thinking? Wisdom as well as knowledge. The difference between education and training: "do you want your daughter to receive sex education, or sex training?"

Core of a new university may well be a more flexible accreditation model that can evolve.

Parity of international standards, to enhance global mobility.

What about enforcing something like plagiarism - a concept itself in need of interrogation and reassessment.


3. Who should develop and maintain such standards?


Professions increasingly are defining the the scope of accreditation. Can our university engage meaningfully here in a form of partnership.




4. How can programs be assessed for compliance?

Discussion Notes...



5. What are the unique implications for the K-12 level? the postsecondary level? for lifelong or independent learners?

Behavioral issues for younger learners. Generally, as one ages self-motivation becomes more important.



6. What are the policy implications?

Similar to distinction between open and proprietary content. The assertion of ´formal learning´is in many cases an assertion of authority.

Formal learning generally involves a limited scope of content.

Rethinking the role of the library... less as gatekeepers? Libraries increasingly less about acquisition, and more about providing insights into knowledge domains and disciplines.



7. What are some promising examples? (please list URLs if possible)

Discussion Notes...




8. What are some of the roadblocks?

Proprietary interests are well-entrenched, and can be expected to continue to assert their own interests.



Action Steps

List the top three to five action steps that could be taken right now towards implementing this idea. Which people or organization(s) might be able to take each action?

1. Reconceptualizing the concept of the library. Not only collections (aggregation of objects), moving toward providing guidance allowing newcomers to navigate specialized domains... Maybe library can be a verb not a noun. Structured serendipìty.
2. Rethink the actual requirements for physical spaces. When do we actually need them? For instance a library "space"? But this discussion needs to reflect our sensual needs (touch, how we feel in beautiful spaces).
3. Core of a new university may well be a more flexible accreditation model that can evolve, be responsive to evolving standards in concert with the community.