ACODE Learning Technologies Leadership Institute

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

Published in: Education, Technology

ACODE Learning Technologies Leadership Institute

  1. 1. 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
  2. 2. Overview n Background n Digital futures n Learning spaces n Personalised learning n New mindsets 2 2Tuesday, 20 August 13
  3. 3. Design Educational Technology Innovation Solving real- world problems Authentic learning interactions Transformation Leadership Personal Perspective 3Tuesday, 20 August 13
  4. 4. 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
  5. 5. Digital Futures Agriculture & Environment Resilient Regions Digital Rural Futures 2013 ACCERT Digital Rural Futures 2014 Focussed Research 5Tuesday, 20 August 13
  6. 6. Digital Future 6Tuesday, 20 August 13
  7. 7. 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
  8. 8. Horizon Report 8 8Tuesday, 20 August 13
  9. 9. 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
  10. 10. New Generation Students 10Tuesday, 20 August 13
  11. 11. Student- generated content (learner- as-designers) Connected students (knowledge is in the network) 11Tuesday, 20 August 13
  12. 12. Owning the Place of Learning rapport with technology mobile generate content personalise connected adapt space to their needs 12Tuesday, 20 August 13
  13. 13. Rapport with technology 13Tuesday, 20 August 13
  14. 14. Interactions 14Tuesday, 20 August 13
  15. 15. 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
  16. 16. Learning-oriented Assessment 16Tuesday, 20 August 13
  17. 17. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback 17Tuesday, 20 August 13
  18. 18. 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
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  21. 21. What are the implications of a digital future for learning technologies leadership? 21Tuesday, 20 August 13
  22. 22. Learning Spaces 22Tuesday, 20 August 13
  23. 23. 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
  24. 24. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 24 24Tuesday, 20 August 13
  25. 25. Virtual Learning Spaces Blending - Affordances - Equity? 25Tuesday, 20 August 13
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. Learning Space Literacies 29 29Tuesday, 20 August 13
  30. 30. 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
  31. 31. 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
  32. 32. 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
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  34. 34. What are the implications of learning spaces for learning technologies leadership? 34Tuesday, 20 August 13
  35. 35. Personalised Learning 35Tuesday, 20 August 13
  36. 36. 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
  37. 37. 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
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  39. 39. 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
  40. 40. What are the implications of personal learning environments for learning technologies leadership? 40Tuesday, 20 August 13
  41. 41. New Mindsets 41Tuesday, 20 August 13
  42. 42. What new mindsets are required? 42Tuesday, 20 August 13
  43. 43. 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
  44. 44. 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. 45. 45 Questions? 45Tuesday, 20 August 13

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