Keynote: Personalised Learning for New Generation Students
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Keynote: Personalised Learning for New Generation Students

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This presentation will focus on how new generation tertiary education students interact in a digital age. It will discuss how they adapt and customise their learning and personalise their interactions ...

This presentation will focus on how new generation tertiary education students interact in a digital age. It will discuss how they adapt and customise their learning and personalise their interactions to suit their needs. It will argue that students need to acquire a range of literacies to successfully personalise their learning and social environments. New generation tertiary education students are characterised by having a rapport or relationship with technology and they have an inherent need to express themselves through multiple avenues which utilise user-generated content. User-generated content includes artefacts created by the student that are uploaded to the internet for sharing with other people. Knowledge acquisition now focuses on networks and ecologies, and knowledge now requires literacies in networking (Siemens, 2006). In addition, our learning is increasingly mobile as we move through a wider range of spaces. We now expect to be able to work, learn, and study whenever and wherever we want (Johnson, et al, 2012).

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Keynote: Personalised Learning for New Generation Students Presentation Transcript

  • 1. Personalised Learning for New Generation Students TeL 2013 Technology Enhanced Learning Towards an Engaging & Meaningful Digital Future NUS, Singapore October 7-8, 2013 Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN Monday, 7 October 13
  • 2. Monday, 7 October 13
  • 3. Overview n Role of technology n Dynamic landscape n New generation students n Personalised learning n Digital citizenship n Seamless learning n Assessment n Desire paths 3 Monday, 7 October 13
  • 4. Role of Technology n enable new types of learning experiences n enrich existing learning scenarios n intellectual expression and creativity n (Laurillard, Oliver, Wasson & Hoppe, 2009, p.289) 4 Monday, 7 October 13
  • 5. Good Practice Report n 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 Monday, 7 October 13
  • 6. Dynamic Landscape Monday, 7 October 13
  • 7. Horizon Report 7 Monday, 7 October 13
  • 8. http://www.youtube.com/watch?v=X5AZzOw7FwA Will 3D Printing Change the World? Monday, 7 October 13
  • 9. 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). 9 Monday, 7 October 13
  • 10. New Generation Students Monday, 7 October 13
  • 11. Monday, 7 October 13
  • 12. Monday, 7 October 13
  • 13. Interactions Monday, 7 October 13
  • 14. 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 Monday, 7 October 13
  • 15. Personalised Learning Monday, 7 October 13
  • 16. Characteristics n Lifelong and life-wide learning n Digital citizenship n Seamless learning n Learning-oriented assessment n Desire paths 16 Monday, 7 October 13
  • 17. 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). 17 Monday, 7 October 13
  • 18. 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 http://www.pebblepad.co.uk/ about.asp 18 Monday, 7 October 13
  • 19. Digital Citizenship Monday, 7 October 13
  • 20. What is digital identity? n Safe and engaged digital citizenship n Appropriate and responsible technology use n Digital wellness n http://digitalcitizenship.net/ Home_Page.html 20 Monday, 7 October 13
  • 21. What is Digital Identity? n How you portray, represent yourself online n Rich ways of communication n Digital etiquette n Digital ethics 21 Monday, 7 October 13
  • 22. Digital Identity Spaces Monday, 7 October 13
  • 23. Monday, 7 October 13
  • 24. Monday, 7 October 13
  • 25. Monday, 7 October 13
  • 26. Monday, 7 October 13
  • 27. Digital Footprints Monday, 7 October 13
  • 28. 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) http://chrisbetcher.com/tag/ digitalfootprint/ Monday, 7 October 13
  • 29. Digital Literacies Monday, 7 October 13
  • 30. 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) 30 Monday, 7 October 13
  • 31. Developing Literacies n Employable graduates need to be digitally literate n Digital literacies are often related to discipline area n Learners need to be supported by staff to develop academic digital literacies n Professional development is vital in developing digital literacies n Professional associations are supporting their members to improve digital literacies n Engaging students supports digital literacy development i.e. students as change agents (JISC, 2012) 31 Monday, 7 October 13
  • 32. Monday, 7 October 13
  • 33. Mindfulness (Rheingold, 2010) Monday, 7 October 13
  • 34. Seamless Learning Monday, 7 October 13
  • 35. 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). Monday, 7 October 13
  • 36. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 36 Monday, 7 October 13
  • 37. Virtual Learning Spaces Blending - Affordances - Equity? Monday, 7 October 13
  • 38. Monday, 7 October 13
  • 39. Mobility Monday, 7 October 13
  • 40. Mobility n Global mobility n Mobility of people n Technologies to support mobility n Adapting our teaching and learning? n Assessment? 40 Monday, 7 October 13
  • 41. 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). 41 Monday, 7 October 13
  • 42. Learning-oriented Assessment Monday, 7 October 13
  • 43. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback Monday, 7 October 13
  • 44. nAssessment tasks determine student effort nStudents also fulfil the measurement requirement of the subject/curriculum. nTasks should require distribution of student time and effort (Gibbs & Simpson, 2004) Assessment Tasks as Learning Tasks 44 Monday, 7 October 13
  • 45. Student Involvement in Assessment nStudents begin to learn about assessment nStudents begin to determine the quality of their own work nStudents learn about reflection, peer feedback and self-evaluation nSome degree of student choice in assessment tasks. 45 Monday, 7 October 13
  • 46. 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) 46 Monday, 7 October 13
  • 47. Monday, 7 October 13
  • 48. Monday, 7 October 13
  • 49. Monday, 7 October 13
  • 50. Monday, 7 October 13
  • 51. Desire Paths Monday, 7 October 13
  • 52. http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/ Monday, 7 October 13
  • 53. Monday, 7 October 13
  • 54. Being and Becoming a Personalised Learner n Be a lifelong learner in physical and virtual networks n Build a robust digital identity as your future CV n Play with new technology like you’re back in kindergarten 54 Monday, 7 October 13
  • 55. Being and Becoming a Personalised Learner n Constantly enhance and elaborate your digital literacies n Fine-tune your knowledge of diverse spaces to determine their suitability for different activities. 55 Monday, 7 October 13
  • 56. Being and Becoming a Personalised Learner n Reflect on successes and failures in learning and utilise ‘feedback as feedforward’ n Follow desire paths to foster creativity in your learning n Learning begins on the edge of your comfort zone. 56 Monday, 7 October 13
  • 57. 57 Monday, 7 October 13