Keynote - Personalised Learning
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Keynote - Personalised Learning Presentation Transcript

  • 1. New Generation Learners:Personalised Learning in aDigital Age33rd Annual SeminarInternational Society for Teacher EducationHong KongProfessor Mike KeppellExecutive DirectorAustralian Digital Futures Institute1Tuesday, 28 May 13
  • 2. GUANXI - connections, community, relationshipsTeachers are just part of the systemWhen will learning be restored as core businessIf learning is central we have a new colourUNISA - 350,000 studentsBrazil - 55 million learnersBuhtan - 750 students, 60 lecturers and MoodleHong Kong - Facebook instead of MoodleSingapore - Authentic shopping, 8 year olds and $202Tuesday, 28 May 13
  • 3. Overviewn Role of technologyn New generation studentsn Trends and challengesn Game changersn Personalised learning asthe ‘new norm’n Implications for teachereducation33Tuesday, 28 May 13
  • 4. Role of Technologyn enable new types of learningexperiencesn enrich existing learningscenariosn new means of intellectualexpression and creativity (p.289).n Laurillard, Oliver, Wasson &Hoppe (2009)44Tuesday, 28 May 13
  • 5. Good Practice Reportn Academics require sophisticatedonline teaching strategies to effectivelyteach in technology-enhanced highereducation environmentsn Academics need a knowledge of multi-literacies to teach effectively incontemporary technology-enhanced highereducationn http://www.olt.gov.au/resource-good-practice-report-technology-enhanced-learning-and-teaching-201155Tuesday, 28 May 13
  • 6. New Generation Students6Tuesday, 28 May 13
  • 7. Rapport with technology7Tuesday, 28 May 13
  • 8. Student-generatedcontent (learner-as-designers)Connectedstudents (knowledgeis in the network)8Tuesday, 28 May 13
  • 9. Owning the Place of Learningrapportwithtechnologymobilegeneratecontentpersonaliseconnectedadaptspace totheir needs9Tuesday, 28 May 13
  • 10. What Trends do we Needto Consider?10Tuesday, 28 May 13
  • 11. CSIRO Megatrends11On the movePersonalisationIWorld11Tuesday, 28 May 13
  • 12. Beyond Current Horizonsn Networking andconnections - distributedcognitionn Increasingpersonalisation andcustomisation ofexperiencen New forms of literacyn Openness of ownership ofknowledge (Jewitt, 2009).1212Tuesday, 28 May 13
  • 13. 410 Years of Tracking OnlineEducation in the United States‣ 2800 colleges and universities‣ Academic leaders wereunconvinced that MOOCs weresustainable‣ MOOCS - important means forinstitutions to learn aboutonline pedagogy‣ 70% institutions believe onlinelearning is critical to theirlong-term strategy13Tuesday, 28 May 13
  • 14. Horizon Report1414Tuesday, 28 May 13
  • 15. Trends‣ People expect to be able to work, learn, andstudy whenever and wherever they want.‣ The abundance of resources andrelationships will challenge our educationalidentity.‣ Students want to use their own technologyfor learning.‣ Shift across all sectors to online learning,hybrid learning and collaborative models.‣1515Tuesday, 28 May 13
  • 16. Challengesn Seamless learning – diverse places andspaces for learning.n Digital literacies – capabilities which fit anindividual for a digital society (JISC)n Personalisation - learning, teaching, placeof learning and technologiesn Mobility is here!1616Tuesday, 28 May 13
  • 17. Game Changers17Tuesday, 28 May 13
  • 18. Game Changersn Mobilityn Digital literaciesn Seamless learningn User-generated contentn Learning-orientedassessmentn Personalised learning1818Tuesday, 28 May 13
  • 19. Mobility19Tuesday, 28 May 13
  • 20. Mobilityn Global mobilityn Mobility of peoplen Technologies to supportmobilityn Adapting our teaching andlearning?n Assessment?2020Tuesday, 28 May 13
  • 21. Undergraduate Studentsand ITn Monitors studentsrelationship with digitaltechnologiesn Portable devices are the‘academic champions’n 3x as many students usede-books or e-textbooksthan in 2010n Survey of 100,000 studentsacross 195 institutions2121Tuesday, 28 May 13
  • 22. Digital Literacies22Tuesday, 28 May 13
  • 23. Digital Literaciesn Literacy is no longer “the abilityto read and write” but now “theability to understandinformation howeverpresented.”n Cant assume students haveskills to interact in a digital agen Literacies will allow us to teachmore effectively in a digitalage (JISC, 2012)2323Tuesday, 28 May 13
  • 24. Developing Literaciesn Employable graduates need to be digitallyliteraten Digital literacies are often related to disciplinearean Learners need to be supported by staff todevelop academic digital literaciesn Professional development is vital in developingdigital literaciesn Professional associations are supporting theirmembers to improve digital literaciesn Engaging students supports digital literacydevelopment i.e. students as change agents(JISC, 2012)2424Tuesday, 28 May 13
  • 25. ADFI - Vision‣ Digital literacies that transformthe knowledge & skills of society2525Tuesday, 28 May 13
  • 26. ADFI - Mission‣ To innovate, research &collaborate to explore andinfluence digital literacies thatimpact societal change.2626Tuesday, 28 May 13
  • 27. 27Tuesday, 28 May 13
  • 28. Seamless Learning28Tuesday, 28 May 13
  • 29. Seamless LearningSeamless learningoccurs when aperson experiences acontinuity oflearning across acombination oflocations, times,technologies orsocial settings(Sharples, et al,2012).29Tuesday, 28 May 13
  • 30. Spaces for KnowledgeGenerationn Physical, blended or virtual ‘areas’ that:n enhance learningnthat motivate learnersnpromote authentic learning interactionsn Spaces where both teachers and studentsoptimize the perceived and actualaffordances of the space (Keppell &Riddle, 2012).3030Tuesday, 28 May 13
  • 31. Physical VirtualFormal Informal InformalFormalBlendedMobile PersonalOutdoorProfessionalPracticeDistributedLearning SpacesAcademic3131Tuesday, 28 May 13
  • 32. Virtual LearningSpacesBlending - Affordances - Equity?32Tuesday, 28 May 13
  • 33. 33Tuesday, 28 May 13
  • 34. Principles of LearningSpace Designn Comfort: a space which creates a physical andmental sense of ease and well-beingn Aesthetics: pleasure which includes therecognition of symmetry, harmony, simplicity andfitness for purposen Flow: the state of mind felt by the learner whentotally involved in the learning experience3434Tuesday, 28 May 13
  • 35. Principles of LearningSpace Design•Equity: consideration of the needs of cultural andphysical differences•Blending: a mixture of technological and face-to-facepedagogical resources•Affordances: the “action possibilities” the learningenvironment provides the users•Repurposing: the potential for multiple usage of aspace (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)3535Tuesday, 28 May 13
  • 36. Student Generated Content36Tuesday, 28 May 13
  • 37. 25Interactive learning (learner-to-content)Networked learning (learner-to-learner;learner-to-teacher)Student-generated content (learner-as-designers).Connected students (knowledge is in thenetwork)Learning-oriented assessment(assessment-as-learning)Interactions37Tuesday, 28 May 13
  • 38. 38Tuesday, 28 May 13
  • 39. 39Tuesday, 28 May 13
  • 40. 40Tuesday, 28 May 13
  • 41. 41Learning-orientedAssessment41Tuesday, 28 May 13
  • 42. Learning-oriented AssessmentAssessment tasksas learning tasksStudentinvolvement inassessmentprocessesForward-lookingfeedback42Tuesday, 28 May 13
  • 43. Personalised Learning43Tuesday, 28 May 13
  • 44. Personal Learning Spaces‣ Integrate formal and informal learningspaces‣ Customised by the individual to suit theirneeds‣ Allow individuals to create their ownidentities.‣ Recognises ongoing learning and the needfor tools to support life-long and life-widelearning.4444Tuesday, 28 May 13
  • 45. Connectivism‣ Knowledge has changed to networks andecologies (Siemens, 2006).‣ Need improved lines of communication innetworks.‣ “Connectivism is the assertion that learning isprimarily a network-forming process” (p.15).4545Tuesday, 28 May 13
  • 46. 46Tuesday, 28 May 13
  • 47. Personalised LearningSeamlessLearningLearning SpaceLiteraciesComfortAestheticsFlowEquityBlendingAffordancesRepurposingStudent-generatedcontentDesire Paths/LearningPathways47Tuesday, 28 May 13
  • 48. Implications for TeacherEducation48Tuesday, 28 May 13
  • 49. New Mindsetsn Privileging mobile learning andteaching accessn Embedding digital literacies intoall aspects of learning, teachingand curriculumn Privileging diverse places oflearning as opposed to asingular place of learning4949Tuesday, 28 May 13
  • 50. New Mindsetsn Assisting teachers and studentsto develop their ownpersonalised learning strategyn Privileging user-generatedcontentn Privileging learning-orientedassessment5050Tuesday, 28 May 13
  • 51. Referencesn Allen, E & Seaman, J. (2013). Changing course: Ten years of tracking online education inthe 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 NewMedia Consortium.n Keppell, M., Suddaby, G. & Hard, N. (2011). Technology-enhanced Learning and TeachingGood 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.pdfn Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtuallearning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & MatthewRiddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts forthe 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.pdfn 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 InnovationReport 1. Milton Keynes: The Open University. http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdfn Souter , K. Riddle, M., Sellers, W. & Keppell, M. (2011) Spaces for knowledge generationfinal report. http://documents.skgproject.com/skg-final-report.pdf5151Tuesday, 28 May 13
  • 52. 52Questions?52Tuesday, 28 May 13