2012 nov df_ple

Designing Personal Learning
Environments: Staff and
Student Considerations in a
Digital Landscape

Professor Mike Keppell
Executive Director
Australian Digital Futures Institute

1

Wednesday, 14 November 12 1

Overview
‣ Horizon trends and challenges
‣ Personal Learning Environments
‣ Spaces
‣ Tools
‣ People
‣ Academic learning spaces
‣ Student learning spaces
‣ ICulture
‣ Disconnecting
‣ Ecological university

2


Horizon 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.
‣ Teaching paradigms across all sectors are
shifting to include online learning, hybrid
learning and collaborative models.
‣ 3


Challenges
n Seamless learning – people expect to be
able to work, learn, and study whenever
and wherever they want.
n Digital literacies – capabilities which fit an
individual for living, learning and working in a
digital society (JISC)
n Personalisation - our learning, teaching,
place of learning, technologies will be
individualised
n Digital scholarship will be the norm.

4


References

n Johnson, L., Adams, S., Cummins, M., and
Estrada, V. (2012). Technology Outlook for
STEM+ Education 2012-2017: An NMC
Horizon Report Sector Analysis. Austin,
Texas: The New Media Consortium
n Sharples, M., McAndrew, P., Weller, M.,
Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y.,
Gaved, M. and Whitelock, D. (2012).
Innovating Pedagogy 2012: Open
University Innovation Report 1. Milton
Keynes: The Open University.

5


Personal Learning Environments
Interactions

Spaces Tools
PLE

People
Interactions
Interactions

6


Spaces

7


Personal Learning Spaces
‣ Personal Learning Environments (PLE)
integrate formal and informal learning
spaces
‣ Customised by the individual to suit their
needs and allow them to create their own
identities.
‣ A PLE recognises ongoing learning and the
need for tools to support life-long and life-
wide learning.

8


Distributed
Learning Spaces

Physical Blended Virtual

Formal Informal Formal Informal

Mobile Personal Academic

Professional
Outdoor
Practice
10

Distributed Learning
Spaces

n Book Chapter: http://
www.slideshare.net/
mkeppell/distributed-
spaces-for-learning

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Tools

12


Professional Virtual
Learning Spaces


People

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Connectivism
‣ PLE may also require new ways of learning as
knowledge has changed to networks and
ecologies (Siemens, 2006).
‣ The implications of this change is that
improved lines of communication need to
occur.
‣ “Connectivism is the assertion that learning is
primarily a network-forming process” (p.
15).

18


Personal Learning Environments
Interactions

Spaces Tools
PLE

People
Interactions
Interactions

19


Academic Learning Spaces

n Physical, blended or virtual ‘areas’ that:
n enhance academic ‘work’

n that motivate academic ‘work’

n enable networking

n Spaces where academics optimize the
perceived and actual affordances of the
space.

20

Discursive Spaces

n Intellectual and discursive spaces focus on the
contribution to public discourse in areas such as:
n e.g. presentations, media, advising, translating
research into practical benefits, community
involvement, etc
n MOOCs?

21


Epistemological Spaces
n Epistemological spaces focus on the
“space available for academics to pursue
their own research interests” (p. 76).
n e.g. labs, libraries, collaborations and
networking with university colleagues

22


Pedagogical and Curricular Spaces
n Pedagogical and curricular spaces
focus on the spaces available to trial
new pedagogical approaches and
new curricular initiatives.
n e.g. physical and virtual sandpits,
working groups, meetings, etc
n MOOCs?

23


Ontological Spaces
n Ontological spaces focus on ‘academic being’
which is becoming increasingly multi-faceted
beyond the research, teaching and community
commitments. In fact “the widening of
universities’ ontological spaces may bring
both peril and liberation” (p. 77).
n MOOCs?

n e.g.diverse roles may include: academic staff
developer, professional developer, manager,
administrator, facilitator, teacher, researcher,
evaluator, presenter, writer, editor, consultant,
project manager, change agent and innovator.

26


Barnett, R. (2011).
Being a university. New
York: Routledge.


iCulture?

29


ICulture?


Ecological University
n Global connectedness and dependence on
world around them
n Instead of ‘having an impact’ on the world
which can be both positive and negative
ecological universities seek sustainability
n They are self-sustainable in their multiple
levels of interactions.
n They adopt a ‘care for the world’ as
opposed to an ‘impact on the world’
approach (Barnett, 2011).

33


Ecological University

nNetworked university
nValues and fosters its
networks and their
interconnectedness
nFeels a responsibility
to the well-being of
these networks
(Barnett, 2011).

34


Conclusions
‣ Importance of documenting our PLE

‣ Pros and cons of PLEs

‣ Balancing the higher purpose

‣ Being able to disconnect

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Questions?

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2012 nov df_ple

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