This document discusses trends in learning spaces and personalized learning. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It also discusses Swinburne University's ecosystem of pathways, vocational education, and work-integrated learning. Guiding pedagogies discussed include authentic learning, authentic assessment, peer learning, and personalized learning. The document emphasizes empowering learners through developing their digital literacies, self-regulated learning skills, and ability to engage in seamless, lifelong learning.

1. CRICOS 00111D TOID 3059
PERSONALISED
LEARNING IN A
CONNECTED WORLD
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations
Innovative Learning Spaces Summit
September 2016, Prague, Czech Republic

2. Preparing Students to
Solve the Problems of
the Future

3. Overview
• Defining learning spaces
• Trends and challenges
• Ecosystem
• Blended learning
• Guiding pedagogies
• Designing spaces
• Professional development
• Personalised learning

4. Defining Learning
Spaces

5. Defining Learning Spaces
• Physical, blended or virtual
learning environments that
enhance learning
• Physical, blended or virtual
‘areas’ that motivate a learner
to learn

6. Defining Learning Spaces
• Spaces where both teachers
and learners optimise the
perceived and actual
affordances of the space
• Spaces that promote
authentic learning
interactions (Keppell &
Riddle, 2012, 2013).

7. Trends and Challenges

8. Trends

9. Challenges

10. Swinburne Ecosystem

11. Ecosystem
Pathways and
Vocational
Education
Higher
Education
Work Integrated
Learning

12. Blended Learning

13. Formal
on-campus
teaching
spaces
Informal
on-campus
learning spaces
Online learning
and teaching
spacesBlended
Learning
On-Campus Learning and Teaching
at Swinburne

14. Guiding Pedagogies

15. Authentic Learning
• …require students to complete
complex real-world tasks over
a period of time in collaboration
with others as they would in a
real setting or workplace
(Herrington, 2006)

16. Authentic Assessment
• Empowering the learner by
engaging them in assessment
tasks that simulate or engage
the learner in real-life
situations.
• “Engaging and worthy
problems or questions of
importance, in which students
must use knowledge to fashion
performances effectively and
creatively” (Wiggins, 1993, p.
229).

17. Personalised Learning
• Learning pathways
• ePortfolios
• The knowledge, skills and
attitudes that enable learning
and act as a catalyst to
empower the learner to continue
to learn (Keppell, 2015)

18. Peer Learning
• Students teaching and
learning from each other.
• Sharing ideas, knowledge
and experiences
• Emphasises interdependent
as opposed to independent
learning (Boud, 2001).

19. Designing Spaces

24. FACTORY OF THE FUTURE

27. SWINBURNE FIRE STATION

29. Professional
Development

32. Empowering our
Learners

33. Knowledge Skills and Attitudes
• Knowledge is now co-
created
• Skills form a basis for
learning
• Attitudes influence
beliefs and behaviours

34. Personalised Learning Toolkit
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented
assessment
• Lifelong and life-wide learning
• Flexible learning pathways

35. 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’

36. Digital Design Spaces

37. Seamless Learning
• Continuity of learning
across a combination of
locations, times, technologies
or social settings (Sharples,
et al, 2012, 2013).

38. Levels of Seamless Learning
• On-campus
• comfortable with formal
and informal spaces
• Virtual campus
• comfortable with blended,
online, social media
• Anywhere
• trains, cafes, teleworking

39. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning
Spaces
Academic

40. Virtual Learning Spaces

41. 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’

42. Learning-oriented
Assessment
Assessment
tasks as
learning tasks
Student involvement
in assessment
processes
Forward-
looking
feedback

46. Personalised Learning
• …the knowledge, skills
and attitudes that enable
learning and act as a
catalyst to empower the
learner to continue to
learn (Keppell, 2015)

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