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Personalised Learning
Strategies for Higher
Education
Professor Mike Keppell
Pro Vice-Chancellor
Learning Transformations
...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 2
Overview
Defining learning spaces
Defining personalised ...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 3
Defining Learning Spaces
Physical, blended or virtual
le...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 4
Defining Learning Spaces
Spaces where both
teachers and ...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 5
Personalised Learning
I define personalised
learning as ...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 6
Knowledge, Skills and Attitudes
Knowledge is now co-
cre...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 7
Personalised Learning Toolkit
Digital literacies
Seamles...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 8
Levels of Digital Literacies
Digital Competency
knowing ...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 9
Wheeler Digital Literacies
Social networking skills
Tran...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 10
Digital Design Spaces
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 11
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 12
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 13
Seamless Learning
Continuity of learning
across a combi...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 14
Levels of Seamless Learning
On-campus
comfortable with ...
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 16
Virtual Learning Spaces
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 17
Levels of Self-Regulated Learning
Scaffolded learners
t...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 18
Levels of Learning-oriented Assessment
Authentic assess...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 19
Learning-oriented Assessment
Assessment tasks
as learni...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 20
Assessment Tasks as Learning Tasks
Assessment tasks
det...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 21
Student Involvement in Assessment
Students begin to lea...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 22
Feedback as Feedforward
Feedback should be timely
and w...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 27
Lifelong & Life-wide Learning
Encompasses both formal
a...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 28
Levels of Lifelong Learning
Short-term
learners are foc...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 29
Digital Portfolios
Populated by the learner
Able to pre...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 30
The future will require learners
to be lifelong learner...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 31
http://
daniel.fone.net.nz/
blog/2013/05/19/
desire-pat...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 32
Levels of Learning Pathways
Prescribed
fixed learning p...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 33
Learning Space Literacies
Learning space literacies
are...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 34
References
Carless, D. (2014). Exploring learning-orien...
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 35
References
Keppell, M.J. (2014). Personalised learning ...
Personalised Learning Strategies for Higher education
Personalised Learning Strategies for Higher education
Personalised Learning Strategies for Higher education
Personalised Learning Strategies for Higher education
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Personalised Learning Strategies for Higher education

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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 will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning.

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Personalised Learning Strategies for Higher education

  1. 1. Personalised Learning Strategies for Higher Education Professor Mike Keppell Pro Vice-Chancellor Learning Transformations SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN CRICOS Provider: 00111D | TOID: 3059
  2. 2. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 2 Overview Defining learning spaces Defining personalised learning Personalised learning toolkit Learning space literacies
  3. 3. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 3 Defining Learning Spaces Physical, blended or virtual learning environments that enhance learning Physical, blended or virtual ‘areas’ that motivate a learner to learn
  4. 4. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 4 Defining Learning Spaces Spaces where both teachers and learners optimise the perceived and actual affordances of the space; and Spaces that promote authentic learning interactions (Keppell & Riddle, 2012, 2013).
  5. 5. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 5 Personalised Learning I define personalised learning as the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
  6. 6. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 6 Knowledge, Skills and Attitudes Knowledge is now co- created Skills form a basis for learning Attitudes influence beliefs and behaviours Growth mindset (Dweck, 2006) Openly seek challenge
  7. 7. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 7 Personalised Learning Toolkit Digital literacies Seamless learning Self-regulated learning Learning-oriented assessment Lifelong and life-wide learning Flexible learning pathways
  8. 8. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 8 Levels of Digital Literacies Digital Competency knowing how to use digital tools Digital Fluency applying digital knowledge and skills Digital Design user-generated content ‘learner-as-designer’
  9. 9. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 9 Wheeler Digital Literacies Social networking skills Transliteracy skills Maintaining Privacy Managing Identity Creating content Organising and sharing content Reusing/repurposing content Filtering and selecting content Self broadcasting http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.html
  10. 10. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 10 Digital Design Spaces
  11. 11. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 11
  12. 12. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 12
  13. 13. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 13 Seamless Learning Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
  14. 14. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 14 Levels of Seamless Learning On-campus comfortable with formal and informal spaces Virtual campus comfortable with blended, online, social media Anywhere trains, cafes, teleworking
  15. 15. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 15
  16. 16. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 16 Virtual Learning Spaces
  17. 17. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 17 Levels of Self-Regulated Learning Scaffolded learners teachers scaffold learning Strategic learners learners begin to manage their own learning Autonomous learners learners become strategic learners
  18. 18. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 18 Levels of Learning-oriented Assessment Authentic assessment learners participate in authentic assessment Negotiated assessment learners negotiate assessment with teachers Self-assessment learners act on ‘feedback as feed-forward’
  19. 19. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 19 Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback
  20. 20. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 20 Assessment Tasks as Learning Tasks Assessment tasks determine student effort Tasks should require distribution of student time and effort (Gibbs & Simpson, 2004)
  21. 21. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 21 Student Involvement in Assessment Students begin to learn about assessment Students begin to determine the quality of their own work
  22. 22. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 22 Feedback as Feedforward Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
  23. 23. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 27 Lifelong & Life-wide Learning Encompasses both formal and informal learning, self- motivated learning..(Watson, 2003). Life-wide learning “contains many parallel and interconnected journeys and experiences...” (Jackson, 2010, p. 492).
  24. 24. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 28 Levels of Lifelong Learning Short-term learners are focussed on current courses Future-focussed relates courses to future job Being a learner learning becomes a customary practice
  25. 25. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 29 Digital Portfolios Populated by the learner Able to present multiple stories of learning
  26. 26. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 30 The future will require learners to be lifelong learners whose ability to learn will be an essential survival skill set to thrive in this changing world (Keppell, 2015).
  27. 27. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 31 http:// daniel.fone.net.nz/ blog/2013/05/19/ desire-paths-in- web-ui/
  28. 28. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 32 Levels of Learning Pathways Prescribed fixed learning pathway Flexible learner has some choice through electives Open education learner constructs learning pathway to meet their needs
  29. 29. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 33 Learning Space Literacies 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).
  30. 30. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 34 References Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. Dweck, C. (2006). Mindset: How you can fulfil your potential. Constable and Robinson, Ltd. London. Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates life: Changing a university’s conceptions of curriculum. Higher Education Research &Development, 29(5), 491-505. doi:10.1080/07294360.2010.502218 Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464. Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education, 13(2), 153-165. Keppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. IGI Global, Hershey: New York. ISBN13: 9781609601140. Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey.
  31. 31. Swinburne SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 35 References Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.) The Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis. Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press. Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved,M. (2013). Innovating pedagogy 2013: Open University Innovation Report Milton Keynes: The Open University. Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012). Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University. Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn space.org/KnowingKnowledge_LowRes.pdf Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge generation. The Australian Learning and Teaching Council (ALTC). Retrieved from http:// documents.skgproject.com/skg-final-report.pdf Watson, L. (2003). Lifelong learning in Australia (3/13). Canberra, Australia: Commonwealth of Australia. Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/ what-digital-literacies.html?q=digital+literacies

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