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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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