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Next-generation learners
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User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
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.
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.
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.
Personalised Learners: Mobile, Connected and Ready?Mike KEPPELL
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Knowledge, skills and attitudes that allow interaction in a digital age (digital literacies, mobile learning)
Seamless learning across physical and virtual places and spaces (distributed learning spaces, learning space literacies)
Autonomous learners who take ownership for their learning (learner engagement, self-regulated learning, learners who ask questions, learner choice – desire paths)
Assessment that is learning-oriented (Feedback as feed-forward)
An attitude of life-wide and life-long learning (Life-wide, Life-long)
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
Ruth Wong Memorial Lecture in Education Series
Dr Ruth Wong Hie King
•Dates: 1918-1982, born in Singapore
•Attended Queen’s University in Belfast, Ireland; Harvard University, USA
• Taught at the Singapore Anglo-Chinese School and the University of Malaya in Singapore
•Foundation Professor of Education and Dean of the Faculty of Education, University of Malaya in Kuala Lumpur (1964)
•Director of Research, Ministry of Education, Singapore (1969-1973)
•Principal of the Teachers’ Training College, Singapore (1971-1973)
•Founding Director of Singapore’s only teacher training college, the Institute of Education (1973-1976)
•Retired from the Institute of Education (1976)
•President of the National Council of the Girls' Brigade, Singapore (1977)
Well known for her commitment to education, Dr Wong was a respected figure in Singapore’s education history. This Memorial Lecture Series is made possible by the generous support of her family. The National University of Singapore is privileged to host this Distinguished Lecture Series in Education.
Interactive Mixed Reality for Enhanced Learning, Skills and EngagementBond University
The future of the Australian Job Skills and Market Outlook focusing on higher education and the relevance of mixed reality simulation and visualisation.
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.
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
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•Dates: 1918-1982, born in Singapore
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The future of the Australian Job Skills and Market Outlook focusing on higher education and the relevance of mixed reality simulation and visualisation.
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.
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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:
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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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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Virtual Spaces: Designing for Opportunities
1. !
Virtual Spaces: Designing
for Opportunities
!
Southern Cross University
‘Social Justice and Social Media’
Community Driven Seminar Series
October 9 2014 - Gold Coast Campus
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
Director, Digital Futures - CRN
2. ‘the virtual world
is human in design
but is it human in
experience or the
ability to deliver
better social
outcomes’
2
3. Overview
n Context
n Next generation
students
n Virtual world is human
in design…
n …But is it human in
experience
n …Deliver better social
outcomes
3
23. What is Digital Identity?
n Safe and engaged digital
citizenship
n Appropriate and
responsible technology use
n Digital wellness
n http://
digitalcitizenship.net/
Home_Page.html
23
24. What is Digital Identity?
n How we portray,
represent ourselves
online
n Rich ways of
communication
n Digital etiquette
n Digital ethics
24
27. 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
27
30. Learning Space Literacies
nLearning 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
35. Reducing anxiety in
children going to hospital
‣ Marijke Shanley
(2005) - Master of
Nursing Thesis
entitled: A
multimedia
approach to
preparing children
and their families
for hospitalisation.
35
43. Being a Personalised
Learner
n Be a lifelong learner in
physical and virtual
networks
n Build a robust digital
identity as your future
CV
n Play with new
technology like you’re
back in kindergarten
43
44. Being a Personalised
Learner
n Constantly enhance and
elaborate your digital
literacies
n Fine-tune your
knowledge of diverse
spaces to determine
their suitability for
different activities.
44
45. 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/