Moodleposium: Roadmap for Personalised Learning

!

Personalised Lifelong Learning in a Digital Age

Moodlesposium ‘Hitting the Targets’

UNSW Canberra ADFA November 3-4, 2014

Professor Mike Keppell Executive Director

Australian Digital Futures Institute Director, Digital Futures - CRN

Start With the End in Mind !

Are we all looking at the same thing?

2

RUN Maths and Science Digital Classroomn Inspiring year 9 & 10

learners n6 RUN, AMSI, PICSE,

CSIRO n52 schools n500 students n400 teachers n ‘neutral Moodle space’ n4 research projects

3

OverviewnContext nPlace of learning nNext generation

students nPersonalised learning

toolkit nRoadmap for

personalised learning

4

Dynamic Context

2014 NMC Technology Outlook for Australian Tertiary Education

‘Place’ of Learning

Formal On-campus

Informal On-campus

Informal Off-campusPersonalised

Learning Strategies

Face-to-face ‘Campus’

Next Generation Students

Defining Personalised Learning

I define personalised learning as the knowledge, skills and

attitudes that enable learning and act as a catalyst to empower the learner to

continue to learn (Keppell, 2015)

Knowledge, Skills and AttitudesnKnowledge is now co-

created nSkills form a basis for

learning nAttitudes influence

beliefs and behaviours nGrowth mindset

(Dweck, 2006) nOpenly seek challenge

15

Personalised Learning ToolkitnDigital literacies nSeamless learning nSelf-regulated learning nLearning-oriented

assessment nLifelong and life-wide

learning nFlexible learning

pathways

16

Digital Literacies

Wheeler Digital Literacies

n Social networking skills n Transliteracy skills n Maintaining Privacy n Managing Identity n Creating content n Organising and sharing content n Reusing/repurposing content n Filtering and selecting content n Self broadcasting

!!http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.html

18

Levels of Digital LiteraciesnDigital competency

n knowing how to use digital tools

nDigital Fluency n applying digital

knowledge and skills nDigital design

n user-generated content n ‘learner-as-designer’

19

Digital Design Spaces

Developing Literaciesn Employable graduates

need to be digitally literate !n Learners need to be

supported by staff to develop academic digital literacies

!n Professional

development is vital in developing digital literacies

23

Mindfulness (Rheingold, 2010)

I can see a day in the not too distant future (if it’s not already here) where your “digital footprint” will carry far more weight than anything you might include in a resume or CV (Betcher, 2009)

!

http://chrisbetcher.com/tag/digitalfootprint/

Seamless Learning

Seamless Learning

nContinuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).

27

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

28

Virtual Learning Spaces

Learning Space LiteraciesnLearning space literacies are the knowledge, skills and attitudes that are required to recognise, utilise and adapt distributed learning spaces so that they allow the personalised learner to engage with their learning (Keppell, 2014).

30

Levels of Seamless LearningnOn-campus

n comfortable with formal and informal spaces

nVirtual campus n comfortable with

blended, online, social media

nAnywhere n trains, cafes,

teleworking

31

Self-Regulated Learner

Levels of Self-Regulated Learning

nScaffolded learners n teachers scaffold

learning nStrategic learners

n learners begin to manage their own learning

nAutonomous learners n learners become

strategic learners

33

Learning-oriented Assessment

Learning-oriented Assessment

Assessment tasks as learning

tasks

Student involvement in

assessment processes

Forward-looking feedback

nAssessment tasks determine student effort

nTasks should require distribution of student time and effort (Gibbs & Simpson, 2004)

Assessment Tasks as Learning Tasks

36

Student Involvement in Assessment nStudents begin to learn about assessment

nStudents begin to determine the quality of their own work

37

Forward-looking Feedback!

nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)

38

Levels of Learning-oriented Assessment

nAuthentic assessment n learners participate in

authentic assessment nNegotiated assessment

n learners negotiate assessment with teachers

nSelf-assessment n learners act on ‘feedback

as feed-forward’

44

Lifelong and Life-wide Learning

Lifelong & Life-wide Learningn Encompasses both formal

and informal learning, self-motivated learning..(Watson, 2003).

n Life-wide learning “contains many parallel and interconnected journeys and experiences...”

n (Jackson, 2010, p. 492).

46

E-portfolios!

nPopulated by the learner

!

nAble to present multiple stories of learning

47

The future will require learners to be lifelong

learners whose ability to learn will be an essential survival skill set to thrive

in this changing world (Keppell, 2015).

Levels of Lifelong LearningnShort-term

n learners are focussed on current courses

nFuture-focussed n relates courses to

future job nBeing a learner

n learning becomes a customary practice

49

Learning Pathways

http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/

Levels of Learning PathwaysnPrescribed

n fixed learning pathway nFlexible

n learner has some choice through electives

nOpen education n learner constructs

learning pathway to meet their needs

52

Knowledge, skills, and attitudes of learners who need to

navigate the ‘chaos’ of an ambiguous learning landscape

(Keppell, 2015)

54

ReferencesBetcher, C. (2009). Digital footprints. Retrieved from http://chrisbetcher.com/tag/digitalfoot

print/. Accessed on May 14. !Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. DOI

10.1007/s10734-014-9816-z. !Dweck, C. (2006). Mindset: How you can fulfil your potential. Constable and Robinson, Ltd. London. !Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates

life: Changing a university’s conceptions of curriculum. Higher Education Research &Development, 29(5), 491-505. doi:10.1080/07294360.2010.502218

!Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher

Education Edition. Austin, Texas: The New Media Consortium.http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf.

!Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R.

Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge. !!!!!

55

ReferencesKeppell, M., Au, E., & Ma, A. (2005). Authentic online assessment: Three case studies in teacher

education. Chapter 4 (pp. 42-61). In S. L. Howell & M. Hricko (Eds.) Online assessment and measurement: Case studies from higher education, K-12 and corporate. Information Science Publishing. Hershey. ISBN 1-59140-722-2.

!Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in

technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.

!Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study.

Assessment in Education, 13(2), 153-165. !Keppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher

education: Concepts for the modern learning environment. IGI Global, Hershey: New York. ISBN13: 9781609601140.

!Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning

spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey.

!Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.) The

Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited.

!!!!

56

References!Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J.

Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.

!Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press. !Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved,M. (2013).

Innovating pedagogy 2013: Open University Innovation Report Milton Keynes: The Open University. !Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012).

Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University. !Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn

space.org/KnowingKnowledge_LowRes.pdf !!Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge

generation. The Australian Learning and Teaching Council (ALTC). Retrieved from http://documents.skgproject.com/skg-final-report.pdf

!Watson, L. (2003). Lifelong learning in Australia (3/13). Canberra, Australia: Commonwealth of

Australia. Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/

what-digital-literacies.html?q=digital+literacies !

57