Owning the Place of Learning: Empowering Learners with Personalised Learning Strategies
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Owning the Place of Learning: Empowering Learners with Personalised Learning Strategies

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This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It ...

This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning. Although there has been extensive examination of the design of spaces for knowledge generation (Souter, Riddle, Sellers, Keppell, 2011; Keppell & Riddle, 2012, 2013) there has been little attention given to how learners customise and personalise their own physical and virtual learning spaces as they traverse their learning journey. Seven principles of learning space design will be adapted for use by the personalised learner. Personalised learning strategies encompass a range of knowledge, skills and attitudes that empower the learner to take charge of their learning within next generation learning spaces. Personalised learning consists of six broad concepts: digital citizenship, seamless learning, learner engagement, learning-oriented assessment, lifelong and life-wide learning and desire paths. Teachers will need to assist learners to design their own personalised learning spaces throughout formal education to encourage learners to be autonomous learners throughout their lifetime. In order to assist learners in developing personalised learning strategies we need to teach them about learning space literacies. We can’t assume learners have the knowledge, skills and attitudes to be able to identify and effectively utilise appropriate learning spaces that optimises engagement.

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Owning the Place of Learning: Empowering Learners with Personalised Learning Strategies Owning the Place of Learning: Empowering Learners with Personalised Learning Strategies Presentation Transcript

  • ! Owning the Place of Learning: Empowering Learners with Personalised Learning Strategies IQPC New Generation Learning Space Design Novotel Sydney Central March 25-26, 2014 Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN
  • Overview n‘Place’ of learning ! nPersonalised learning strategies ! nLearning space literacies 2
  • ‘Place’ of Learning
  • Formal On-campus Informal On-campus Informal Off-campusPersonalised Learning Strategies Face-to-face ‘Campus’
  • Formal On-campus Informal On-campus Formal/Informal Off-campus Distance Education ‘Campus’ Personalised Learning Strategies Blended Learning
  • 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
  • Next-Generation Learners
  • Personalised Learning Strategies
  • Characteristics n Digital literacies n Seamless learning n Learner engagement/ self-regulated learning n Learning-oriented assessment n Lifelong and life-wide learning n Desire paths 12
  • 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 ! ! http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.html 13
  • Cognitive Technical Social- Emotional Information literacy Critical literacy Multi-literacies Socio-emotional literacy Critical literacy Operational literacy Critical literacy Digital literacy NG (2012) Can we teach digital natives digital literacy? Computers & Education 59 (2012) 1065–1078
  • Mindfulness (Rheingold, 2010)
  • Pub BBQ Boardroom Slide Night Scrapbooking Journal
  • BBQ
  • Pub
  • Boardroom
  • Slide Night
  • Journal
  • 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). 23
  • Seamless Learning Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).
  • Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 25
  • Virtual Learning Spaces
  • Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback
  • 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) 29
  • Desire Paths
  • http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/
  • Learning Space Literacies
  • Comfort Aesthetics Flow Equity Blending Affordances Repurposing
  • Spaces for Knowledge Generation Design Principles Designing Physical Learning Spaces DesigningVirtual Learning Spaces Evaluating Learning Spaces Learning Space Literacies
  • Defining Learning Space Literacies nLearning space literacies are the knowledge, skills and attitudes that are required to recognise, utilise and adapt distributed learning spaces so that they allow the personalised learner to engage with their learning (Keppell, 2014). 40
  • S K G L e a r n i n g S p a c e Design Principles Q u e s t i o n s f o r Personalised Learners Comfort: a space which creates a physical and mental sense of ease and well-being. Are the chairs, tables, and furniture conducive to learning in this space? You might want to test them out before committing to this learning space. How comfortable do you think this space will be for learning? Is the space noisy or quiet? Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose. What features of the learning space might assist your learning? Flow: the state of mind felt by the learner when totally involved in the learning experience. What features of this space promote your learning engagement? Do you feel you can engage with your work in the learning space? Are you looking for a quiet or noisy space?
  • Equity: consideration of the needs of cultural and physical differences. Do you think the learning space is inclusive for you and any team members with whom you might be working? Blending: a mixture of technological and face-to-face pedagogical resources. Can you utilise your computer, tablet or mobile device in the learning space? How easy is it for you to connect to the network? Affordances: the “action possibilities” the learning environment provides the users. What does this learning space allow you to do that you cannot do in another space? What action possibilities are you looking for in this learning space? Repurposing: the potential for multiple usage of a space (Souter, Riddle, Sellers & Keppell, 2011). Can you rearrange tables and chairs to create your own learning area?
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