This document discusses Professor Mike Keppell's values and approach to learning technologies and transformations, including design thinking, personalised learning, being connected through networks, and changing mindsets. It emphasizes collaborative and evidence-based values, strategic design thinking to ensure relevance, developing digital literacies and self-regulated learning, and recognizing that knowledge exists within networks and connections beyond the individual.

1. Making a Career Out of This:
Adventures with Learning
Technologies
Professor Mike Keppell
Pro Vice-Chancellor, Learning
Transformations
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2. 2
Adventures
don’t always
go to plan…

3. Overview
• Values
• Design thinking
• Personalised learning
• Being connected
• Affordances
• Networks
• Distributive leadership
• Change management
• Changing mindsets
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4. Values
Reflect the fundamental beliefs that
underpin everyday decisions and actions.
•Inclusive: promote equity
•Innovative: emerging idea
•Transformative: thoughtful redesign
•Interdisciplinary: cross discipline
Collaborative: collaboration
•Sustainable: generative strategies
•Connected: connected world
•Evidence-based: scholarship & research
•Open: opportunities of open education
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5. Design
Educational
Technology
Innovation Solving real-
world problems
Authentic
learning
interactions
Transformation
Leadership
Personal Perspective

6. Design thinking by its nature is
strategic and future focussed.
It is a thoughtful and considered
pedagogical approach to ensure
relevance for both learners and
teachers.
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7. Design Thinking
“Design Thinking is the confidence
that everyone can be part of
creating a more desirable future,
and a process to take action when
faced with a difficult challenge”.
http://
www.designthinkingforeducators.c
om/design-thinking/
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8. Design Thinking
“A design mindset is not
problem-focused, it’s solution
focused, and action
oriented.”
https://
www.creativityatwork.com/
design-thinking-strategy-for-
innovation/
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9. Being a Personalised
Learner
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10. 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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11. 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
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12. Personalised Learning Toolkit
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented assessment
• Lifelong and life-wide learning
• Flexible learning pathways
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13. 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’
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14. 14
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).

15. Being Connected
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18. Affordances
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19. Affordances
Affordances: the
“action possibilities”
the learning
environment
provides the users
(SKG Project).
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20. Networks
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21. Networks
• Connectivism (Siemens, 2006)
suggests that ‘knowledge is in the
network’
• “Learning in a richly networked
society involves complex, shifting
configurations of tasks, tools and
people, with new distributions of
activity across time, space and
media (Caralho & Goodyear, 2014,
p.xiv).
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22. Recent Publication
• Carvalho, L. &
Goodyear, P. (Eds.).
2014. The
architecture of
productive learning
networks. Routledge:
Taylor and Francis
Group, New York.
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23. Networks in Higher Education
• Academic Associations:
Groups of academics and
educators with a common focus
and formal structure. For
example, ACODE, ascilite,
CADAD, HERDSA, ODLAA.
• Professional Associations:
Normally non-profit organisations
focused on a particular profession
and may include accreditation.
For example, CPA Australia.
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24. Networks in Higher Education
• National Networks: For example, the OLT
has supported four networks that have a
national focus to their specific functions.
See the OLT website for further details.
• Discipline Networks: Including sixteen
discipline-based networks supported by
the OLT. See the OLT website for further
details.
• State Based Networks: For example, five
OLT supported state-based networks
focused on Promoting Excellence (grants,
awards). See OLT website for further
details.
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25. Benefits of Being Part of a Network
• Building connections and professional networks
beyond your institution and immediate
colleagues.
• Gaining access to regular and structured
opportunities for professional development such
as conferences, webinars or structured
workshops.
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26. Benefits of Being Part of a Network
• Keeping up to date with current
news, policy trends, publications
and other developments specific
to your discipline or interest.
• Leadership development and
experience opportunities.
• Being able to contribute to the
wider educational environment
and discourse
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27. NATA Members
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28. eResources
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29. NATA Website
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30. Change Management
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31. • http://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013
• http://learningleadershipstudy.wordpress.com
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32. Distributive Leadership
•Characteristics: collaboration,
shared purpose, responsibility
and recognition of leadership
irrespective of role within an
organisation.
• Central premise: good
leadership is foundational to
good learning and teaching
practice.
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33. Changing Mindsets
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35. 25
Teacher Mindsets
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) (Keppell, 2014).
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36. 25
Learner Mindsets
Digital literacies (competencies, fluency, design)
Seamless learning (formal, informal, F2F,
blended, online, mobile)
Self-regulated learning (scaffolded, strategic,
autonomous)
Learning-oriented assessment (authentic,
negotiated, self-assessment)
Life-long learning (short-term, figure-focussed,
being a learner)
Learning pathways (prescribed, electives, open)
(Keppell, 2015)
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37. Institutional Mindsets
• Encouraging teacher and learner
mindsets
• Utilising distributive leadership to
create strategic change
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38. References
Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. DOI
10.1007/s10734-014-9816-z.
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014
Higher Education Edition. Austin, Texas: The New Media Consortium.http://www.nmc.org/
pdf/2014-nmc-horizon-report-he-EN.pdf.
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.
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39. References
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.
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.
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40. References
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
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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