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New Generation Learners: Personalised Learning in a
Digital Age
33rd Annual Seminar International Society for Teacher Education
Hong Kong
Professor Mike KeppellExecutive Director
Australian Digital Futures Institute
1Tuesday, 28 May 13
GUANXI - connections, community, relationships
Teachers are just part of the system
When will learning be restored as core business
If learning is central we have a new colour
UNISA - 350,000 students
Brazil - 55 million learners
Buhtan - 750 students, 60 lecturers and Moodle
Hong Kong - Facebook instead of Moodle
Singapore - Authentic shopping, 8 year olds and $20
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OverviewnRole of technology
nNew generation students
nTrends and challenges
nGame changers
nPersonalised learning as the ‘new norm’
n Implications for teacher education
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3Tuesday, 28 May 13
Role of Technologynenable new types of learning
experiences
nenrich existing learning scenarios
nnew means of intellectual expression and creativity (p. 289).
n Laurillard, Oliver, Wasson & Hoppe (2009)
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4Tuesday, 28 May 13
Good Practice Reportn Academics require sophisticated
online teaching strategies to effectively teach in technology-enhanced higher education environments
n Academics need a knowledge of multi-literacies to teach effectively in contemporary technology-enhanced higher education
n http://www.olt.gov.au/resource-good-practice-report-technology-enhanced-learning-and-teaching-2011
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New Generation Students
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Rapport with technology7Tuesday, 28 May 13
Student-generated content (learner-as-designers)
Connected students (knowledge is in the network)
8Tuesday, 28 May 13
Owning the Place of Learning
rapport with
technology
mobile
generate content
personalise
connected
adapt space to
their needs
9Tuesday, 28 May 13
What Trends do we Need to Consider?
10Tuesday, 28 May 13
CSIRO Megatrends
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On the movePersonalisationIWorld
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Beyond Current HorizonsnNetworking and
connections - distributed cognition
n Increasing personalisation and customisation of experience
nNew forms of literacy
nOpenness of ownership of knowledge (Jewitt, 2009).
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12Tuesday, 28 May 13
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10 Years of Tracking Online Education in the United States‣ 2800 colleges and universities
‣ Academic leaders were unconvinced that MOOCs were sustainable
‣ MOOCS - important means for institutions to learn about online pedagogy
‣ 70% institutions believe online learning is critical to their long-term strategy
13Tuesday, 28 May 13
Horizon Report
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Trends ‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and relationships will challenge our educational identity.
‣ Students want to use their own technology for learning.
‣ Shift across all sectors to online learning, hybrid learning and collaborative models.
‣
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ChallengesnSeamless learning – diverse places and
spaces for learning.
nDigital literacies – capabilities which fit an individual for a digital society (JISC)
nPersonalisation - learning, teaching, place of learning and technologies
nMobility is here!
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Game Changers
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Game Changers
nMobility
nDigital literacies
nSeamless learning
nUser-generated content
nLearning-oriented assessment
nPersonalised learning
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Mobility
19Tuesday, 28 May 13
Mobility
nGlobal mobilitynMobility of peoplenTechnologies to support
mobilitynAdapting our teaching and
learning?nAssessment?
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20Tuesday, 28 May 13
Undergraduate Students and ITn Monitors students
relationship with digital technologies
n Portable devices are the ‘academic champions’
n 3x as many students used e-books or e-textbooks than in 2010
n Survey of 100,000 students across 195 institutions
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Digital Literacies
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Digital LiteraciesnLiteracy is no longer “the ability
to read and write” but now “the ability to understand information however presented.”
nCan't assume students have skills to interact in a digital age
nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)
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23Tuesday, 28 May 13
Developing Literaciesn Employable graduates need to be digitally
literaten Digital literacies are often related to discipline
arean Learners need to be supported by staff to
develop academic digital literaciesn Professional development is vital in developing
digital literaciesn Professional associations are supporting their
members to improve digital literaciesn Engaging students supports digital literacy
development i.e. students as change agents (JISC, 2012)
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ADFI - Vision
‣Digital literacies that transform the knowledge & skills of society
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ADFI - Mission
‣ To innovate, research & collaborate to explore and influence digital literacies that impact societal change.
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Seamless Learning
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Seamless Learning
Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).
29Tuesday, 28 May 13
Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:
n enhance learningnthat motivate learnersnpromote authentic learning interactions
nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).
3030Tuesday, 28 May 13
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
3131Tuesday, 28 May 13
Virtual Learning Spaces
Blending - Affordances - Equity? 32Tuesday, 28 May 13
33Tuesday, 28 May 13
Principles of Learning Space Design
n Comfort: a space which creates a physical and mental sense of ease and well-being
n Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose
n Flow: the state of mind felt by the learner when totally involved in the learning experience
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34Tuesday, 28 May 13
Principles of Learning Space Design
•Equity: consideration of the needs of cultural and physical differences
•Blending: a mixture of technological and face-to-face pedagogical resources
•Affordances: the “action possibilities” the learning environment provides the users
•Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)
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35Tuesday, 28 May 13
Student Generated Content
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Interactive learning (learner-to-content)
Networked learning (learner-to-learner; learner-to-teacher)
Student-generated content (learner-as-designers).
Connected students (knowledge is in the network)
Learning-oriented assessment (assessment-as-learning)
Interactions
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38Tuesday, 28 May 13
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Learning-oriented Assessment
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Learning-oriented Assessment
Assessment tasks as learning tasks
Student involvement in assessment processes
Forward-looking feedback
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Personalised Learning
43Tuesday, 28 May 13
Personal Learning Spaces
‣ Integrate formal and informal learning spaces
‣ Customised by the individual to suit their needs
‣ Allow individuals to create their own identities.
‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning.
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44Tuesday, 28 May 13
Connectivism
‣ Knowledge has changed to networks and ecologies (Siemens, 2006).
‣ Need improved lines of communication in networks.
‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).
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46Tuesday, 28 May 13
Personalised LearningSeamless Learning
Learning Space Literacies Comfort
AestheticsFlow
EquityBlending
AffordancesRepurposing
Student-generated content
Desire Paths/Learning Pathways
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Implications for Teacher Education
48Tuesday, 28 May 13
New MindsetsnPrivileging mobile learning and
teaching access
nEmbedding digital literacies into all aspects of learning, teaching and curriculum
nPrivileging diverse places of learning as opposed to a singular place of learning
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49Tuesday, 28 May 13
New MindsetsnAssisting teachers and students
to develop their own personalised learning strategy
nPrivileging user-generated content
nPrivileging learning-oriented assessment
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Referencesn Allen, E & Seaman, J. (2013). Changing course: Ten years of tracking online education in
the united states. Babson Survey Research Group, Quahog Research Group, LLC, Pearson, SLOAN-C.
n Johnson, L., Adams, S., Cummins, M., and Estrada, V. (2012). Technology Outlook for STEM+ Education 2012-2017: An NMC Horizon Report Sector Analysis. Austin, Texas: The New Media Consortium.
n Keppell, M., Suddaby, G. & Hard, N. (2011). Technology-enhanced Learning and Teaching Good Practice Report. Australian Learning and Teaching Council. http://www.olt.gov.au/resource-good-practice-report-technology-enhanced-learning-and-teaching-2011 & http://www.olt.gov.au/system/files/resources/GPR_Technology_Enhanced_Keppel.pdf
n 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.
n Payton, S. (2012). Developing digital literacies. JISC. http://www.jisc.ac.uk/media/documents/publications/briefingpaper/2012/Developing_Digital_Literacies.pdf
n Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University. http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf
n Souter , K. Riddle, M., Sellers, W. & Keppell, M. (2011) Spaces for knowledge generation final report. http://documents.skgproject.com/skg-final-report.pdf
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Questions?
52Tuesday, 28 May 13