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Owning the Place of Learning: Empowering Learners with

Personalised Learning Strategies IQPC

New Generation Learning Space Design Novotel Sydney Central

March 25-26, 2014

Professor Mike Keppell Executive Director

Australian Digital Futures Institute Director, Digital Futures - CRN

Overviewn‘Place’ of learning !

nPersonalised learning strategies

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nLearning space literacies

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‘Place’ of Learning

Formal On-campus

Informal On-campus

Informal Off-campusPersonalised

Learning Strategies

Face-to-face ‘Campus’

Formal On-campus

Informal On-campus

Formal/Informal Off-campus

Distance Education ‘Campus’

Personalised Learning

StrategiesBlended Learning

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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

Next-Generation Learners

Personalised Learning Strategies

CharacteristicsnDigital literacies nSeamless learning nLearner engagement/

self-regulated learning nLearning-oriented

assessment nLifelong and life-wide

learning nDesire paths

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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

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Cognitive

TechnicalSocial-

Emotional

Information literacy Critical literacy Multi-literacies

Socio-emotional literacy

Critical literacy

Operational literacy

Critical literacy

Digital literacy

NG (2012)

Can we teach digital natives digital literacy? Computers & Education 59 (2012) 1065–1078

Mindfulness (Rheingold, 2010)

Pub BBQ

Boardroom Slide Night

Scrapbooking Journal

BBQ

Pub

Boardroom

Slide Night

Journal

Lifelong & Life-wide Learningn Encompasses both formal

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

n Life-wide learning “recognises that an individual’s life contains many parallel and interconnected journeys and experiences...”

n (Jackson, 2010, p. 492).

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Seamless Learning

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

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Virtual Learning Spaces

Learning-oriented Assessment

Assessment tasks as learning

tasks

Student involvement in

assessment processes

Forward-looking feedback

Forward-looking FeedbacknStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work.

nFeedback should be less final and judgemental (Boud, 1995)

nFeedback should be more interactive and forward-looking (Carless, 2002; Keppell 2005)

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

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Desire Paths

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

Learning Space Literacies

Comfort

Aesthetics

Flow

Equity

Blending

Affordances

Repurposing

Spaces for Knowledge Generation

Design Principles

Designing Physical Learning Spaces

Designing Virtual Learning Spaces

Evaluating Learning Spaces

Learning Space Literacies

Defining 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).

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SKG Learn ing Space Design Principles

Q u e s t i o n s f o r Personalised Learners

Comfort: a space which creates a physical and mental sense of ease and well-being.

Are the chairs, tables, and furniture conducive to learning in this space? You might want to test them out before committing to this learning space. How comfortable do you think this space will be for learning? Is the space noisy or quiet?

Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose.

What features of the learning space might assist your learning?

Flow: the state of mind felt by the learner when totally involved in the learning experience.

What features of this space promote your learning engagement? Do you feel you can engage with your work in the learning space? Are you looking for a quiet or noisy space?

Equity: consideration of the needs of cultural and physical differences.

Do you think the learning space is inclusive for you and any team members with whom you might be working?

Blending: a mixture of technological and face-to-face pedagogical resources.

Can you utilise your computer, tablet or mobile device in the learning space? How easy is it for you to connect to the network?

Af fo rdances : the “ac t i on possibi l i t ies” the learning environment provides the users.

What does this learning space allow you to do that you cannot do in another space? What action possibilities are you looking for in this learning space?

Repurposing: the potential for multiple usage of a space (Souter, Riddle, Sellers & Keppell, 2011).

Can you rearrange tables and chairs to create your own learning area?

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