Keynote - Personalised Learning

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

2Tuesday, 28 May 13

OverviewnRole of technology

nNew generation students

nTrends and challenges

nGame changers

nPersonalised learning as the ‘new norm’

n Implications for teacher education

3

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)

4

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

5

5Tuesday, 28 May 13

New Generation Students

6Tuesday, 28 May 13

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

11

On the movePersonalisationIWorld

11Tuesday, 28 May 13

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).

12

12Tuesday, 28 May 13

4

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

14

14Tuesday, 28 May 13

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.

‣

15

15Tuesday, 28 May 13

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!

16

16Tuesday, 28 May 13

Game Changers

17Tuesday, 28 May 13

Game Changers

nMobility

nDigital literacies

nSeamless learning

nUser-generated content

nLearning-oriented assessment

nPersonalised learning

18

18Tuesday, 28 May 13

Mobility

19Tuesday, 28 May 13

Mobility

nGlobal mobilitynMobility of peoplenTechnologies to support

mobilitynAdapting our teaching and

learning?nAssessment?

20

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

21

21Tuesday, 28 May 13

Digital Literacies

22Tuesday, 28 May 13

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)

23

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)

24

24Tuesday, 28 May 13

ADFI - Vision

‣Digital literacies that transform the knowledge & skills of society

25

25Tuesday, 28 May 13

ADFI - Mission

‣ To innovate, research & collaborate to explore and influence digital literacies that impact societal change.

26

26Tuesday, 28 May 13

27Tuesday, 28 May 13

Seamless Learning

28Tuesday, 28 May 13

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

34

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)

35

35Tuesday, 28 May 13

Student Generated Content

36Tuesday, 28 May 13

25

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

37Tuesday, 28 May 13

38Tuesday, 28 May 13

39Tuesday, 28 May 13

40Tuesday, 28 May 13

41

Learning-oriented Assessment

41Tuesday, 28 May 13

Learning-oriented Assessment

Assessment tasks as learning tasks

Student involvement in assessment processes

Forward-looking feedback

42Tuesday, 28 May 13

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.

44

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).

45

45Tuesday, 28 May 13

46Tuesday, 28 May 13

Personalised LearningSeamless Learning

Learning Space Literacies Comfort

AestheticsFlow

EquityBlending

AffordancesRepurposing

Student-generated content

Desire Paths/Learning Pathways

47Tuesday, 28 May 13

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

49

49Tuesday, 28 May 13

New MindsetsnAssisting teachers and students

to develop their own personalised learning strategy

nPrivileging user-generated content

nPrivileging learning-oriented assessment

50

50Tuesday, 28 May 13

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

51

51Tuesday, 28 May 13

52

Questions?

52Tuesday, 28 May 13