This data visualisation aims to represent how a student’s conceptual space expands in response to provocations made via the use of a range of media. It hones in on four of many aspects to this topic: (1) The question (or theme or subject) that provokes a thought (in this case, on either learning, personalisation, or data); (2) The media though which these thoughts are provoked (either via course readings, Twitter, or our course blogs); (3) The emotion associated with my own response in each case (interested, excited, puzzled); (4) The dimension of response (small, medium, large) to what is asked or under discussion.
This visualisation could be used to demonstrate how our learning processes are not just cognitive or social. They are also charged with emotion. Influenced by Bulger (2014:4), I took a shot at defining personalisation here. But personalisation so understood makes the learning process an almost solipsistic endeavour devoid of emotional tone. Individual preferences and competences are adapted to; social and emotional dispositions are ignored. When Jeremy misquoted me I was annoyed – an appropriate emotional response to what Peet (2015) calls interpretative injustice. The learning process is laden with emotion. Personalisation fails to accommodate this. It’s missing from what Eynon (2015) calls the quantified self.
Word count: 200 words.