2012 nov df_ple

Designing Personal Learning Environments: Staff and

Student Considerations in a Digital Landscape

Professor Mike KeppellExecutive Director

Australian Digital Futures Institute

1

1Wednesday, 14 November 12

Overview‣ Horizon trends and challenges‣ Personal Learning Environments‣ Spaces ‣ Tools‣ People‣ Academic learning spaces‣ Student learning spaces‣ ICulture‣ Disconnecting ‣ Ecological university

2


Horizon Trends ‣ People expect to be able to work, learn, and

study whenever and wherever they want.

‣ The abundance of resources and relationships will challenge our educational identity.

‣ Students want to use their own technology for learning.

‣ Teaching paradigms across all sectors are shifting to include online learning, hybrid learning and collaborative models.

‣ 3


Challenges

nSeamless learning – people expect to be able to work, learn, and study whenever and wherever they want.

nDigital literacies – capabilities which fit an individual for living, learning and working in a digital society (JISC)

nPersonalisation - our learning, teaching, place of learning, technologies will be individualised

nDigital scholarship will be the norm.

4


References

n Johnson, L., Adams, S., Cummins, M., and Estrada, V. (2012). Technology Outlook for STEM+ Education 2012-2017: An NMC Horizon Report Sector Analysis. Austin, Texas: The New Media Consortium

nSharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.

5


Personal Learning Environments

ToolsSpaces

6

PLE

People

Interactions Interactions

Interactions


Spaces

7


Personal Learning Spaces

‣ Personal Learning Environments (PLE) integrate formal and informal learning spaces

‣ Customised by the individual to suit their needs and allow them to create their own identities.

‣ A PLE recognises ongoing learning and the need for tools to support life-long and life-wide learning.

8


Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic


nBook Chapter: http://www.slideshare.net/mkeppell/distributed-spaces-for-learning

Distributed Learning Spaces

11


http://www.slideshare.net/mkeppell/distributed-spaces-for-learning








Tools

12


Professional Virtual Learning Spaces


People

16


Connectivism

‣ PLE may also require new ways of learning as knowledge has changed to networks and ecologies (Siemens, 2006).

‣ The implications of this change is that improved lines of communication need to occur.

‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).

18


Personal Learning Environments

19

ToolsSpaces

People

PLE

Interactions Interactions

Interactions


Academic Learning Spaces

nPhysical, blended or virtual ‘areas’ that:n enhance academic ‘work’nthat motivate academic ‘work’nenable networkingnSpaces where academics optimize the perceived and actual affordances of the space.


Discursive Spaces

n Intellectual and discursive spaces focus on the contribution to public discourse in areas such as:

ne.g. presentations, media, advising, translating research into practical benefits, community involvement, etc

nMOOCs?

21


Epistemological Spaces

nEpistemological spaces focus on the “space available for academics to pursue their own research interests” (p. 76).

ne.g. labs, libraries, collaborations and networking with university colleagues

22


Pedagogical and Curricular Spaces

nPedagogical and curricular spaces focus on the spaces available to trial new pedagogical approaches and new curricular initiatives.

ne.g. physical and virtual sandpits, working groups, meetings, etc

nMOOCs?

23


Ontological Spaces

nOntological spaces focus on ‘academic being’ which is becoming increasingly multi-faceted beyond the research, teaching and community commitments. In fact “the widening of universities’ ontological spaces may bring both peril and liberation” (p. 77).

nMOOCs?ne.g. diverse roles may include: academic staff developer, professional developer, manager, administrator, facilitator, teacher, researcher, evaluator, presenter, writer, editor, consultant, project manager, change agent and innovator.

26


Barnett, R. (2011). Being a university. New York: Routledge.


iCulture?

29


ICulture?


Ecological University

nGlobal connectedness and dependence on world around them

nInstead of ‘having an impact’ on the world which can be both positive and negative ecological universities seek sustainability

nThey are self-sustainable in their multiple levels of interactions.

nThey adopt a ‘care for the world’ as opposed to an ‘impact on the world’ approach (Barnett, 2011).

33


Ecological University

nNetworked university nValues and fosters its networks and their interconnectedness

nFeels a responsibility to the well-being of these networks (Barnett, 2011).

34


Conclusions‣ Importance of documenting our PLE

‣ Pros and cons of PLEs

‣ Balancing the higher purpose

‣ Being able to disconnect

35


36

Questions?


2012 nov df_ple

Education

ongoing learning

online learning

hybrid learning

place of learning

new ways of learning

life wide learning

spaces available

networkingn spaces