The document discusses personalised lifelong learning in a digital age. It defines personalised learning as knowledge, skills and attitudes that empower learners to continue learning. It outlines a personalised learning toolkit including digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong and life-wide learning, and flexible learning pathways. It also discusses levels of proficiency within each of these areas to support personalised learning for next generation students in a dynamic digital context.

1. !
Personalised Lifelong
Learning in a Digital Age
Moodlesposium
‘Hitting the Targets’
UNSW Canberra ADFA
November 3-4, 2014
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
Director, Digital Futures - CRN

2. Start With the End
in Mind
!
Are we all looking
at the same thing?
2

3. RUN Maths and Science Digital
Classroom
n Inspiring year 9 & 10
learners
n6 RUN, AMSI, PICSE,
CSIRO
n52 schools
n500 students
n400 teachers
n ‘neutral Moodle space’
n4 research projects
3

4. Overview
nContext
n Place of learning
nNext generation
students
n Personalised learning
toolkit
nRoadmap for
personalised learning
4

5. Dynamic Context

6. 2014 NMC Technology Outlook for
Australian Tertiary Education

8. ‘Place’ of Learning

9. Face-to-face ‘Campus’
Formal
On-campus
Informal
On-campus
Informal
Personalised Off-campus
Learning
Strategies

10. Next Generation
Students

13. Defining Personalised
Learning

14. 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)

15. Knowledge, Skills and Attitudes
nKnowledge is now co-created
nSkills form a basis for
learning
nAttitudes influence
beliefs and behaviours
nGrowth mindset
(Dweck, 2006)
nOpenly seek challenge
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16. Personalised Learning Toolkit
nDigital literacies
nSeamless learning
nSelf-regulated learning
n Learning-oriented
assessment
n Lifelong and life-wide
learning
n Flexible learning
pathways
16

17. Digital Literacies

18. Wheeler Digital Literacies
n Social networking skills
n Transliteracy skills
n Maintaining Privacy
n Managing Identity
n Creating content
n Organising and sharing content
n Reusing/repurposing content
n Filtering and selecting content
n Self broadcasting
!!
http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.
html
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19. Levels of Digital Literacies
nDigital competency
n knowing how to use
digital tools
nDigital Fluency
n applying digital
knowledge and skills
nDigital design
n user-generated content
n ‘learner-as-designer’
19

20. Digital Design Spaces

23. Developing Literacies
n Employable graduates
need to be digitally literate
!
n Learners need to be
supported by staff to
develop academic digital
literacies
!
n Professional
development is vital in
developing digital literacies
23

24. Mindfulness (Rheingold, 2010)

25. I can see a day in the not too
distant future (if it’s not
already here) where your
“digital footprint” will carry
far more weight than
anything you might include in
a resume or CV (Betcher,
2009)
!
http://chrisbetcher.com/tag/
digitalfootprint/

26. Seamless Learning

27. Seamless Learning
nContinuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012, 2013).
27

28. Distributed
Learning Spaces
Physical Blended
Virtual
Formal Informal Formal Informal
Mobile Personal
Academic
Outdoor Professional
Practice
28

29. Virtual Learning
Spaces

30. Learning Space Literacies
n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

31. Levels of Seamless Learning
nOn-campus
n comfortable with formal
and informal spaces
nVirtual campus
n comfortable with
blended, online, social
media
nAnywhere
n trains, cafes,
teleworking
31

32. Self-Regulated Learner

33. Levels of Self-Regulated Learning
nScaffolded learners
n teachers scaffold
learning
nStrategic learners
n learners begin to
manage their own
learning
nAutonomous learners
n learners become
strategic learners
33

34. Learning-oriented
Assessment

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

36. Assessment Tasks as
Learning Tasks
nAssessment tasks
determine student
effort
nTasks should require
distribution of student
time and effort (Gibbs
& Simpson, 2004)
36

37. Student Involvement in
Assessment
nStudents begin to
learn about
assessment
nStudents begin to
determine the
quality of their own
work
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38. Forward-looking Feedback
!
nFeedback should be
timely and with a
potential to be acted
upon (Gibbs &
Simpson, 2004)
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44. Levels of Learning-oriented Assessment
nAuthentic assessment
n learners participate in
authentic assessment
nNegotiated assessment
n learners negotiate
assessment with
teachers
nSelf-assessment
n learners act on ‘feedback
as feed-forward’
44

45. Lifelong and Life-wide
Learning

46. Lifelong & Life-wide
Learning
n Encompasses both formal
and informal learning,
self-motivated learning..
(Watson, 2003).
n Life-wide learning
“contains many parallel
and interconnected
journeys and
experiences...”
n (Jackson, 2010, p. 492).
46

47. E-portfolios
!
nPopulated by the
learner
!
nAble to present multiple
stories of learning
47

48. 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).

49. Levels of Lifelong Learning
nShort-term
n learners are focussed
on current courses
nFuture-focussed
n relates courses to
future job
nBeing a learner
n learning becomes a
customary practice
49

50. Learning Pathways

51. http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/

52. Levels of Learning Pathways
nPrescribed
n fixed learning pathway
n Flexible
n learner has some
choice through
electives
nOpen education
n learner constructs
learning pathway to
meet their needs
52

53. Knowledge, skills, and attitudes
of learners who need to
navigate the ‘chaos’ of an
ambiguous learning landscape
(Keppell, 2015)

54. 54

55. References
Betcher, C. (2009). Digital footprints. Retrieved from http://chrisbetcher.com/tag/digitalfoot
print/. Accessed on May 14.
!
Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. DOI
10.1007/s10734-014-9816-z.
!
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
!
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.
!!!!!
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56. References
Keppell, M., Au, E., & Ma, A. (2005). Authentic online assessment: Three case studies in teacher
education. Chapter 4 (pp. 42-61). In S. L. Howell & M. Hricko (Eds.) Online assessment and
measurement: Case studies from higher education, K-12 and corporate. Information Science
Publishing. Hershey. ISBN 1-59140-722-2.
!
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.
!
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.
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57. References
!
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
!
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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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