Presentation at UHR, The National Agency for Higher Education, Sweden, 5th Aprll 2022 KA 2 partnership about our project DI4all Digital Inclusion for All
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
Presentation at UHR, The National Agency for Higher Education, Sweden, 5th Aprll 2022 KA 2 partnership about our project DI4all Digital Inclusion for All
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
Case Studies: MOOCS with language learning componentsWeb2Learn
Case studies presentation: "MOOCs with language learning components addressed to refugees". Seminar "How Relevant is Open Education for Refugees?", EDEN 2017 annual conference http://www.eden-online.org/2017_jonkoping/
4th International Summer School in Knowledge Management
New Ways of Learning in the 21st Century
Innovation and Learning are among the two paramount areas knowledge workers must adopt and excel in order to stay ahead in the 21st Century. Building on the success of the previous years, this year’s Summer School in Knowledge Management (KM) offers two interactive and co-creation workshops for participants to experience New Ways of Learning (NWoL) – learning that is best-of-breed, proactive, personalised, social-based and enhances our skills in sensemaking, collaboration, storytelling, leadership and more.
All working professionals are suitable especially those who are working in human resources, learning and development fields. Prior knowledge in KM is not required.
Moodleposium: Roadmap for Personalised LearningMike KEPPELL
Personalised Lifelong Learning in a Digital Age
In this presentation I will examine key concepts for lifelong learning in a digital age. I will focus on the knowledge, skills, and attitudes of learners who need to navigate the ‘chaos’ of an ambiguous learning landscape. 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. Personalised learning is no longer about what the learner knows now, but concerns how the learner can learn more. Resilient personalised learners will need to adapt and seek solutions for problems, issues, and challenges on a daily basis. Learners will need to adopt a ‘growth mindset’ as opposed to a ‘fixed mindset’ (Dweck, 2006). When a learner adopts a growth mindset, they openly seek challenge and thrive on challenge. However ‘growth mindset learners’ also need a toolkit to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous. This toolkit encompasses digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong/life-wide learning, and flexible learning pathways.
The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions.
Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience.
Teachers need to adopt a design perspective in the blended learning and teaching environment. 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. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.
Ossiannilsson oeb18 how to create innovative learning spacesEbba Ossiannilsson
My workshop at #OEB18 on Innovative Learning Spaces. some 40 delegates from all over the world participated in a very active and interactive workshop for 4 hrs. It was just so much energy and great conversations. Just loved it <3
BARRIERS TO BL & AI ADOPTION IN AFRICA 14092023 RITA KIZITOB.pdfRita Ndagire Kizito
In a world of rapid technological change, how can we ensure that the benefits of digital education are accessible to everyone?
Are we read to embrace these changes in African higher education? This presentation explores the role of diversity and inclusivity in shaping the future of digital learning in Africa
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Case Studies: MOOCS with language learning componentsWeb2Learn
Case studies presentation: "MOOCs with language learning components addressed to refugees". Seminar "How Relevant is Open Education for Refugees?", EDEN 2017 annual conference http://www.eden-online.org/2017_jonkoping/
4th International Summer School in Knowledge Management
New Ways of Learning in the 21st Century
Innovation and Learning are among the two paramount areas knowledge workers must adopt and excel in order to stay ahead in the 21st Century. Building on the success of the previous years, this year’s Summer School in Knowledge Management (KM) offers two interactive and co-creation workshops for participants to experience New Ways of Learning (NWoL) – learning that is best-of-breed, proactive, personalised, social-based and enhances our skills in sensemaking, collaboration, storytelling, leadership and more.
All working professionals are suitable especially those who are working in human resources, learning and development fields. Prior knowledge in KM is not required.
Moodleposium: Roadmap for Personalised LearningMike KEPPELL
Personalised Lifelong Learning in a Digital Age
In this presentation I will examine key concepts for lifelong learning in a digital age. I will focus on the knowledge, skills, and attitudes of learners who need to navigate the ‘chaos’ of an ambiguous learning landscape. 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. Personalised learning is no longer about what the learner knows now, but concerns how the learner can learn more. Resilient personalised learners will need to adapt and seek solutions for problems, issues, and challenges on a daily basis. Learners will need to adopt a ‘growth mindset’ as opposed to a ‘fixed mindset’ (Dweck, 2006). When a learner adopts a growth mindset, they openly seek challenge and thrive on challenge. However ‘growth mindset learners’ also need a toolkit to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous. This toolkit encompasses digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong/life-wide learning, and flexible learning pathways.
The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions.
Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience.
Teachers need to adopt a design perspective in the blended learning and teaching environment. 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. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.
Ossiannilsson oeb18 how to create innovative learning spacesEbba Ossiannilsson
My workshop at #OEB18 on Innovative Learning Spaces. some 40 delegates from all over the world participated in a very active and interactive workshop for 4 hrs. It was just so much energy and great conversations. Just loved it <3
BARRIERS TO BL & AI ADOPTION IN AFRICA 14092023 RITA KIZITOB.pdfRita Ndagire Kizito
In a world of rapid technological change, how can we ensure that the benefits of digital education are accessible to everyone?
Are we read to embrace these changes in African higher education? This presentation explores the role of diversity and inclusivity in shaping the future of digital learning in Africa
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Presentation at the EDEN 2014 conference. Open learning with an open culture of sharing
-success factors. The theme of the confernce was From Education to Employment and Meaningful Worl with ICT
Daphne Koller, Professor of Computer Science, Stanford University, Co-Founder of Coursera (2012); Genevieve Fioraso, Secrétaire d'État chargée de l'Enseignement Supérieur et de la Recherche (depuis le 9 avril 2014); Queen Rania Al Abdullah of Jordan; Jet Bussemaker, Dutch Minister for Education, Culture and Science in the second Rutte cabinet since Nov 5, 2012.
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strateg...Mike KEPPELL
Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. 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.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
1. What challenges and opportunities
are created by ‘open learning’ in
higher education?
Professor Mike Keppell
Executive Director, Australian Digital Futures Institute
2. Opportunities
n Diversity of spaces to engage learners in
informal and formal learning
n Knowledge is in the network
n Essential for educators to participate in
networks where they can share research and
best practices.
n Abundance of resources – discerning quality
and appropriateness
3. Challenges
n Seamless learning – place of learning is
becoming less important. People expect to be
able to work, learn, and study whenever and
wherever they want.
n ‘Literacies for the future’ – what is needed
in 10, 15, 20 years?
" Personalising - our learning, teaching, place
of learning, technologies and digital
scholarship will become the norm.
4. MOOCs
n ‘Being a learner again’ (Martin, 2012)
n Disruptive technology
n “MOOCs, and all their iterations, are an
opportunity to re-imagine how we can deliver
excellent learning outcomes in new, more
accessible and engaging ways, fit for 21st
century learners and graduates” (De
Hollander, 2012).
n Need for digital literacies
n Accreditation
n Marketing strategy