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Personalised Learning for
New Generation Students
TeL 2013
Technology Enhanced Learning
Towards an Engaging & Meaningful D...
Monday, 7 October 13
Overview
n Role of technology
n Dynamic landscape
n New generation students
n Personalised learning
n Digital citizen...
Role of Technology
n enable new types of
learning experiences
n enrich existing learning
scenarios
n intellectual expre...
Good Practice Report
n Academics require sophisticated
online teaching strategies to effectively
teach in technology-enha...
Dynamic Landscape
Monday, 7 October 13
Horizon Report
7
Monday, 7 October 13
http://www.youtube.com/watch?v=X5AZzOw7FwA
Will 3D Printing Change the World?
Monday, 7 October 13
Beyond Current Horizons
n Networking and connections
- distributed cognition
n Increasing personalisation
and customisat...
New Generation Students
Monday, 7 October 13
Monday, 7 October 13
Monday, 7 October 13
Interactions
Monday, 7 October 13
25
Interactive learning (learner-to-content)
Networked learning (learner-to-learner;
learner-to-teacher)
Student-generated...
Personalised Learning
Monday, 7 October 13
Characteristics
n Lifelong and life-wide
learning
n Digital citizenship
n Seamless learning
n Learning-oriented
assess...
Lifelong & Life-wide
Learning
n Encompasses both formal
and informal learning,
self-motivated learning..
(Watson, 2003).
...
E-portfolios
n Space for personal learning
n Populated by the learner
n Supports learning not assessment
n For life-lo...
Digital Citizenship
Monday, 7 October 13
What is digital identity?
n Safe and engaged digital
citizenship
n Appropriate and responsible
technology use
n Digital...
What is Digital Identity?
n How you portray,
represent yourself
online
n Rich ways of
communication
n Digital etiquette...
Digital Identity Spaces
Monday, 7 October 13
Monday, 7 October 13
Monday, 7 October 13
Monday, 7 October 13
Monday, 7 October 13
Digital Footprints
Monday, 7 October 13
I can see a day in the not too
distant future (if it’s not
already here) where your
“digital footprint” will carry
far mor...
Digital Literacies
Monday, 7 October 13
Digital Literacies
n Literacy is no longer “the
ability to read and write”
but now “the ability to
understand information...
Developing Literacies
n Employable graduates need to be digitally
literate
n Digital literacies are often related to dis...
Monday, 7 October 13
Mindfulness (Rheingold, 2010)
Monday, 7 October 13
Seamless Learning
Monday, 7 October 13
Seamless Learning
Seamless learning
occurs when a
person experiences a
continuity of
learning across a
combination of
loca...
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning...
Virtual Learning
Spaces
Blending - Affordances - Equity?
Monday, 7 October 13
Monday, 7 October 13
Mobility
Monday, 7 October 13
Mobility
n Global mobility
n Mobility of people
n Technologies to support
mobility
n Adapting our teaching and
learnin...
Connectivism
‣ Knowledge has changed to
networks and ecologies
(Siemens, 2006).
‣ Need improved lines of
communication in ...
Learning-oriented
Assessment
Monday, 7 October 13
Learning-oriented Assessment
Assessment
tasks as learning
tasks
Student
involvement in
assessment
processes
Forward-lookin...
nAssessment tasks determine
student effort
nStudents also fulfil the
measurement requirement of
the subject/curriculum.
...
Student Involvement in
Assessment
nStudents begin to learn about assessment
nStudents begin to determine the quality of
...
Forward-looking Feedback
nStudents need to receive appropriate feedback
which they can use to ‘feed forward’ into
future ...
Monday, 7 October 13
Monday, 7 October 13
Monday, 7 October 13
Monday, 7 October 13
Desire Paths
Monday, 7 October 13
http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/
Monday, 7 October 13
Monday, 7 October 13
Being and Becoming a
Personalised Learner
n Be a lifelong learner in
physical and virtual
networks
n Build a robust digi...
Being and Becoming a
Personalised Learner
n Constantly enhance and
elaborate your digital
literacies
n Fine-tune your
kn...
Being and Becoming a
Personalised Learner
n Reflect on successes and
failures in learning and
utilise ‘feedback as
feedfo...
57
Monday, 7 October 13
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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 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).

Published in: Education, Technology
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Keynote: Personalised Learning for New Generation Students

  1. 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. 2. Monday, 7 October 13
  3. 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. 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. 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. 6. Dynamic Landscape Monday, 7 October 13
  7. 7. Horizon Report 7 Monday, 7 October 13
  8. 8. http://www.youtube.com/watch?v=X5AZzOw7FwA Will 3D Printing Change the World? Monday, 7 October 13
  9. 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. 10. New Generation Students Monday, 7 October 13
  11. 11. Monday, 7 October 13
  12. 12. Monday, 7 October 13
  13. 13. Interactions Monday, 7 October 13
  14. 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. 15. Personalised Learning Monday, 7 October 13
  16. 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. 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. 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. 19. Digital Citizenship Monday, 7 October 13
  20. 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. 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. 22. Digital Identity Spaces Monday, 7 October 13
  23. 23. Monday, 7 October 13
  24. 24. Monday, 7 October 13
  25. 25. Monday, 7 October 13
  26. 26. Monday, 7 October 13
  27. 27. Digital Footprints Monday, 7 October 13
  28. 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. 29. Digital Literacies Monday, 7 October 13
  30. 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. 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. 32. Monday, 7 October 13
  33. 33. Mindfulness (Rheingold, 2010) Monday, 7 October 13
  34. 34. Seamless Learning Monday, 7 October 13
  35. 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. 36. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 36 Monday, 7 October 13
  37. 37. Virtual Learning Spaces Blending - Affordances - Equity? Monday, 7 October 13
  38. 38. Monday, 7 October 13
  39. 39. Mobility Monday, 7 October 13
  40. 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. 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. 42. Learning-oriented Assessment Monday, 7 October 13
  43. 43. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback Monday, 7 October 13
  44. 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. 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. 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. 47. Monday, 7 October 13
  48. 48. Monday, 7 October 13
  49. 49. Monday, 7 October 13
  50. 50. Monday, 7 October 13
  51. 51. Desire Paths Monday, 7 October 13
  52. 52. http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/ Monday, 7 October 13
  53. 53. Monday, 7 October 13
  54. 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. 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. 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. 57 Monday, 7 October 13

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