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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?
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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
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OverviewnContext nPlace of learning nNext generation
students nPersonalised learning
toolkit nRoadmap for
personalised learning
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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
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Personalised Learning ToolkitnDigital literacies nSeamless learning nSelf-regulated learning nLearning-oriented
assessment nLifelong and life-wide
learning nFlexible learning
pathways
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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
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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’
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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
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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)
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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).
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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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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).
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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
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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
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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
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Student Involvement in Assessment nStudents begin to learn about assessment
nStudents begin to determine the quality of their own work
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Forward-looking Feedback!
nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
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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’
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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).
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E-portfolios!
nPopulated by the learner
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nAble to present multiple stories of learning
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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
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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
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Knowledge, skills, and attitudes of learners who need to
navigate the ‘chaos’ of an ambiguous learning landscape
(Keppell, 2015)
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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. !!!!!
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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.
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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 !
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