Connectivity, Mobility and Personalisation
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Connectivity, Mobility and Personalisation



Next-generation learners ...

Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.



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Connectivity, Mobility and Personalisation Connectivity, Mobility and Personalisation Presentation Transcript

  • ! Connectivity, Mobility and Personalisation: Understanding the Next Generation of Learners Informa The Future of Learning Park Royal, Darling Harbour, Sydney February 24-25, 2015 Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN
  • Overview n Next-generation learners ! n Personalising and customising learning experiences ! n User-generated content as a form of expression and a means of social learning ! n The expectation of seamless, mobile learning opportunities. 2
  • Next-Generation Learners View slide
  • Dynamic Landscape View slide
  • Horizon Report 7
  • Interactions Interactive learning (learner-to-content) Networked learning (learner-to-learner; learner-to-teacher) Student-generated content (learner-asdesigners). Connected students (knowledge is in the network) Learning-oriented assessment (assessment-as-learning) 25
  • Personalising and Customising Learning Experiences
  • Characteristics n Digital citizenship n Seamless learning n Learner engagement/ self-regulated learning n Learning-oriented assessment n Lifelong learning n Desire and life-wide paths 12
  • Europe - Digital Agenda Scoreboard 2012 n 73% of EU households had access to the internet n A lack of skills is the second most important reason for not having access to the internet n Only 53% of the labour force - confident that they had sufficient digital skills to change jobs. n Age, gender, and education remain the key challenges. n! ! ! agenda/files/scoreboard_digital_skills.pdf 14
  • 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 15
  • NG (2012) Cognitive Information literacy Critical literacy Multi-literacies Technical Operational literacy Critical literacy Digital literacy SocialEmotional Socio-emotional literacy Critical literacy Can we teach digital natives digital literacy? Computers & Education 59 (2012) 1065–1078
  • Digital Literacies n Literacy is no longer “the ability to read and write” but now “the ability to understand information however presented.” n Can't assume students have skills to interact in a digital age (JISC, 2012) 17
  • ADFI Major Projects n Digital Futures - Collaborative Research Network n Regional Universities Network (RUN) Maths and Science Digital Classroom: A Connected Model for all of Australia n Aged Care Community, Education, Research & training (ACCERT) n Network of Australasian Tertiary Associations (NATA) n Making the Connection: Improving access to Higher Education for Low SES Students with ICT Limitations project 19
  • Mindfulness (Rheingold, 2010)
  • What is Digital Identity? n Safe and engaged digital citizenship n Appropriate and responsible technology use n Digital wellness n Home_Page.html 21
  • What is Digital Identity? n How you portray, represent yourself online n Rich ways of communication n Digital etiquette n Digital ethics 22
  • Digital Identity Spaces
  • Digital Footprints/ Tattoo
  • 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) ! digitalfootprint/
  • Lifelong & Life-wide Learning n 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). 30
  • E-portfolios n Space for personal learning n Populated by the learner n Supports learning not assessment n For life-long and life–wide learning n Able to present multiple stories of learning n Access is controlled by the learner n about.asp 31
  • Seamless Learning
  • Seamless Learning Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).
  • Distributed Learning Spaces Physical Formal Blended Informal Mobile Virtual Formal Personal Academic Professional Practice Outdoor 34 Informal
  • Virtual Learning Spaces
  • Learning-oriented Assessment
  • Learning-oriented Assessment Assessment tasks as learning tasks Forward-looking feedback Student involvement in assessment processes
  • Forward-looking Feedback n Students need to receive appropriate feedback which they can use to ‘feed forward’ into future work. n Feedback should be less final and judgemental (Boud, 1995) n Feedback should be more interactive and forward-looking (Carless, 2002; Keppell 2005) n Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004) 39
  • Desire Paths
  • New Mindsets n Privileging mobile learning and teaching access n Embedding digital literacies into all aspects of curriculum, learning, teaching and assessment. n Privileging diverse places of learning as opposed to a singular place of learning 48
  • New Mindsets n Assisting teachers and students to develop their own personalised learning strategy n Privileging user-generated content n New forms of assessment that are more learning-oriented 49
  • Learning begins on the edge of your comfort zone
  • 51