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ACODE Learning Technologies Leadership Institute

ACODE Learning Technologies Leadership Institute



Examination of digital futures, learning spaces and personal learning environments.

Examination of digital futures, learning spaces and personal learning environments.



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ACODE Learning Technologies Leadership Institute ACODE Learning Technologies Leadership Institute Presentation Transcript

  • Implications of Digital Futures, Learning Spaces & Personal Learning Environments for Learning Technologies Leadership ACODE Learning Technologies Leadership Institute 20th August 2013 Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN 1Tuesday, 20 August 13
  • Overview n Background n Digital futures n Learning spaces n Personalised learning n New mindsets 2 2Tuesday, 20 August 13
  • Design Educational Technology Innovation Solving real- world problems Authentic learning interactions Transformation Leadership Personal Perspective 3Tuesday, 20 August 13
  • 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 4 4Tuesday, 20 August 13
  • Digital Futures Agriculture & Environment Resilient Regions Digital Rural Futures 2013 ACCERT Digital Rural Futures 2014 Focussed Research 5Tuesday, 20 August 13
  • Digital Future 6Tuesday, 20 August 13
  • Beyond Current Horizons n Networking and connections - distributed cognition n Increasing personalisation and customisation of experience n New forms of literacy n Openness of ownership of knowledge (Jewitt, 2009). 7 7Tuesday, 20 August 13
  • Horizon Report 8 8Tuesday, 20 August 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. ‣ Personalisation - learning, teaching, place of learning and technologies 9 9Tuesday, 20 August 13
  • New Generation Students 10Tuesday, 20 August 13
  • Student- generated content (learner- as-designers) Connected students (knowledge is in the network) 11Tuesday, 20 August 13
  • Owning the Place of Learning rapport with technology mobile generate content personalise connected adapt space to their needs 12Tuesday, 20 August 13
  • Rapport with technology 13Tuesday, 20 August 13
  • Interactions 14Tuesday, 20 August 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 15Tuesday, 20 August 13
  • Learning-oriented Assessment 16Tuesday, 20 August 13
  • Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback 17Tuesday, 20 August 13
  • 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) nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004) 18 18Tuesday, 20 August 13
  • 19Tuesday, 20 August 13
  • 20Tuesday, 20 August 13
  • What are the implications of a digital future for learning technologies leadership? 21Tuesday, 20 August 13
  • Learning Spaces 22Tuesday, 20 August 13
  • Spaces for Knowledge Generation n Physical, blended or virtual ‘areas’ that: n enhance learning nthat motivate learners npromote authentic learning interactions n Spaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012). 23 23Tuesday, 20 August 13
  • Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 24 24Tuesday, 20 August 13
  • Virtual Learning Spaces Blending - Affordances - Equity? 25Tuesday, 20 August 13
  • Mobility n Global mobility n Mobility of people n Technologies to support mobility n Adapting our teaching and learning? n Assessment? 26 26Tuesday, 20 August 13
  • Undergraduate Students and IT n 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 27 27Tuesday, 20 August 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). 28Tuesday, 20 August 13
  • Learning Space Literacies 29 29Tuesday, 20 August 13
  • 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 n Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 30 30Tuesday, 20 August 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 31 31Tuesday, 20 August 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) 32 32Tuesday, 20 August 13
  • 33Tuesday, 20 August 13
  • What are the implications of learning spaces for learning technologies leadership? 34Tuesday, 20 August 13
  • Personalised Learning 35Tuesday, 20 August 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. 36 36Tuesday, 20 August 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). 37 37Tuesday, 20 August 13
  • 38Tuesday, 20 August 13
  • Redefining the learning space Seamless Learning Learning Space Literacies Comfort Aesthetics Flow Equity Blending Affordances Repurposing Personalised Learning Desire Paths/Learning Pathways 39Tuesday, 20 August 13
  • What are the implications of personal learning environments for learning technologies leadership? 40Tuesday, 20 August 13
  • New Mindsets 41Tuesday, 20 August 13
  • What new mindsets are required? 42Tuesday, 20 August 13
  • New Mindsets n Privileging mobile learning and teaching access n Embedding digital literacies into all aspects of learning, teaching and curriculum n Privileging diverse places of learning as opposed to a singular place of learning 43 43Tuesday, 20 August 13
  • New Mindsets n Assisting teachers and students to develop their own personalised learning strategy n Privileging user-generated content n Privileging learning-oriented assessment 44 44Tuesday, 20 August 13
  • 45 Questions? 45Tuesday, 20 August 13