Defining learning spaces Defining learning spaces Defining personalised learning Personalised learning toolkit

1. What Personalised Learning
Could Look Like
Professor Mike Keppell
Pro Vice-Chancellor, Learning
Transformations
11 September 2015
1

2. Overview
• Defining learning spaces
• Defining personalised
learning
• Personalised learning
toolkit
2

3. 3
2015 Technology Outlook: Challenges

4. Defining Learning
Spaces
• Physical, blended or
virtual learning
environments that
enhance learning
• Physical, blended or
virtual ‘areas’ that
motivate a learner to
learn
4

5. 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).
5

6. 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)
6

7. 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
7

8. Personalised
Learning Toolkit
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented
assessment
• Lifelong and life-wide
learning
• Flexible learning pathways
8

9. 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’
9

10. 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
10
http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.html

11. Digital Design Spaces

14. Seamless Learning
• Continuity of learning
across a combination of
locations, times,
technologies or social
settings
• (Sharples, et al, 2012,
2013).
14

15. 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

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

17. Virtual Learning Spaces

19. 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
19

20. 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’
20

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

22. Assessment Tasks as
Learning Tasks
• Assessment tasks
determine student effort
• Tasks should require
distribution of student time
and effort (Gibbs &
Simpson, 2004).
22

23. Student Involvement in
Assessment
• A Students begin to learn
about assessment
• Students begin to
determine the quality of
their own work
23

24. Feedback as Feed-
Forward
• Feedback should be
timely and with a
potential to be acted
upon (Gibbs & Simpson,
2004)
24

29. 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).
29

30. Levels of Life-Long
Learning
• Short-term
• learners are focussed on
current courses
• Future-focussed
• relates courses to
future job
• Being a learner
• learning becomes a
customary practice
30

31. ePortfolios
• Populated by the learner
• Able to present multiple
stories of learning
31

32. 32
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).

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

34. 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
34

35. Personalised
Learning
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented
assessment
• Lifelong and life-wide
learning
• Flexible learning pathways
35

36. 36
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.
References

37. 37
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
References