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).

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
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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
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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)
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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
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6. Dynamic Landscape
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7. Horizon Report
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8. http://www.youtube.com/watch?v=X5AZzOw7FwA
Will 3D Printing Change the World?
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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).
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10. New Generation Students
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13. Interactions
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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
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15. Personalised Learning
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16. Characteristics
n Lifelong and life-wide
learning
n Digital citizenship
n Seamless learning
n Learning-oriented
assessment
n Desire paths
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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).
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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
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19. Digital Citizenship
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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
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21. What is Digital Identity?
n How you portray,
represent yourself
online
n Rich ways of
communication
n Digital etiquette
n Digital ethics
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22. Digital Identity Spaces
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27. Digital Footprints
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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/
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29. Digital Literacies
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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)
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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)
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33. Mindfulness (Rheingold, 2010)
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34. Seamless Learning
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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).
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36. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic
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37. Virtual Learning
Spaces
Blending - Affordances - Equity?
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39. Mobility
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40. Mobility
n Global mobility
n Mobility of people
n Technologies to support
mobility
n Adapting our teaching and
learning?
n Assessment?
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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).
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42. Learning-oriented
Assessment
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43. Learning-oriented Assessment
Assessment
tasks as learning
tasks
Student
involvement in
assessment
processes
Forward-looking
feedback
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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
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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.
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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)
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51. Desire Paths
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52. http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/
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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
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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.
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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.
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