This week we are at Educause in the USA. Pre-conference meeting of IMS Global Higher Education Communities of Practice raised some interesting issues:
- Adaptive Learning focus is on the individual learner navigating learning material
- Active learning best practice is leveraging groups to engage and explore
Much of the current work on personal learning environments is about how to adapt to the individual, and how to present the learning resources to the individual student. But in the illustration to the right, the interactions both with the teacher and the other students are also important for building the learning environment.
In the community of practice working on adaptive learning within IMS Global, there is thinking and some work on how to leverage a community of teachers to describe possible navigation paths through the learning material. This may be a necessary step before implementing adaptive learning for higher education, but my fear is that it alienates the innovate teachers who focus on interaction between students, who evolves the teacher-student relation beyond the «listen to my lecture» mode, and who build communities of active learning. What work is being done on adaptive learning from the perspective of active learning?
In the community of practice on learning tools the LTI standard´s recent versions are important tools for integrating learning resources (both applications and content). LTI is a standard that describes how to integrate a tool from a third party inside a campus tool, thus solving integration of applications across organizational borders. The discussions around data policies, access to user statistics, lock-in/storage, privacy and security spanned both this group and the communities working on accessibility, digital credentials and adaptive learning. Identity proofing and security are issues that also crop up in the discussions, and where federated identity management need to engage with the standard development community.
The meeting about learning standards was highly relevant to the work on next generation learning environments, as illustrated in our community shared specification for digital assessment and the specification for DLM/LMS. We are moving towards a next generation learning environment, but need to take several steps to get there. The current joint procurements are one step on the road.
In the recent proposal for ICT strategy for higher education (Norwegian only) in Norway, adaptive learning and personal learning environment are highlighted as important areas to develop. We need to find an approach that leverage existing resources, and there is work to be done on data policies. The combination we have in Norway of student information system (FS) data and Dataporten gives an opportunity to work with personalized data flows and group management, which is an area where more work is needed before we have seamless integration of components. We may have some of the tools for exploring how to integrate communities, and not just individual learners with learning resources. But we need to go home and work together on testing concepts and solutions as we move forward with our digital learning environment.
PS: This blog post in «broken English», to engage with the community we are visiting. My apologies for not translating to Norwegian.