This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning.

1. Personalised Learning
Strategies for Higher
Education
Professor Mike Keppell
Pro Vice-Chancellor
Learning Transformations
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CRICOS Provider: 00111D | TOID: 3059

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Overview
Defining learning spaces
Defining personalised learning
Personalised learning toolkit
Learning space literacies

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

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

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Personalised Learning
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)

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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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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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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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Wheeler Digital Literacies
Social networking skills
Transliteracy skills
Maintaining Privacy
Managing Identity
Creating content
Organising and sharing
content
Reusing/repurposing content
Filtering and selecting content
Self broadcasting
http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.html

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Digital Design Spaces

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

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

15. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning
Spaces
Academic
15

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Virtual Learning Spaces

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

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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’

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

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

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Student Involvement in Assessment
Students begin to learn
about assessment
Students begin to
determine the quality of
their own work

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Feedback as Feedforward
Feedback should be timely
and with a potential to be
acted upon (Gibbs &
Simpson, 2004)

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

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

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Digital Portfolios
Populated by the learner
Able to present multiple
stories of learning

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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).

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

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

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Learning Space Literacies
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).

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References
Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education.
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
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.
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.

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References
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.
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
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