Focuses on digital citizenship, seamless learning, self-regulated learning, desire paths

1. !
Personalised Learners:
Strategies for Higher Education
!
Monash College
Student Centred Learning in Higher Education
Diplomas Developing Practice Conference
August, 5-6 2014 - State LibraryVictoria
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
Director, Digital Futures - CRN

2. Start With
the End in
Mind
2

3. Overview
n Context
n Place of learning
n Next generation
students
n Personalised learning
strategies
n Being a personalised
learner
3

4. Dynamic Context

6. ‘Place’ of Learning

7. Formal
On-campus
Informal
On-campus
Informal
Off-campusPersonalised
Learning
Strategies
Face-to-face ‘Campus’

8. Next Generation
Students

11. Personalised Learning
Strategies

12. Characteristics
n Digital citizenship
n Seamless learning
n Learner engagement/
self-regulated learning/
learner autonomy
n Learning-oriented
assessment
n Lifelong and life-wide
learning
n Desire paths
12

13. 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
13

14. 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
14

15. Mindfulness (Rheingold, 2010)

16. 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
16

17. What is Digital Identity?
n How we portray,
represent ourselves
online
n Rich ways of
communication
n Digital etiquette
n Digital ethics
17

18. Digital Identity Spaces

21. 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/

22. Seamless Learning
nContinuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012, 2013).
22

23. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic
23

24. Virtual Learning
Spaces

25. 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).
25

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

27. nAssessment tasks
determine student
effort
nTasks should require
distribution of student
time and effort (Gibbs
& Simpson, 2004)
Assessment Tasks as
Learning Tasks
27

28. Student Involvement in
Assessment
nStudents begin to
learn about
assessment
nStudents begin to
determine the
quality of their own
work
28

29. Forward-looking Feedback
!
nFeedback should be
timely and with a
potential to be acted
upon (Gibbs &
Simpson, 2004)
29

35. 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).
35

36. E-portfolios
!
nPopulated by the
learner
!
nAble to present multiple
stories of learning
36

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

38. Being a Personalised
Learner

39. 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
39

40. 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.
40

41. Being a Personalised
Learner
n Reflect on successes and
failures in learning and
utilise ‘feedback as
feedforward’
n Follow desire paths to
foster creativity in your
learning
41

42. 42

43. Student Centred Learning in
Higher Education
Diplomas Developing Practice Conference
State Library Victoria
August 5 and 6, 2014