Implications of Digital Futures, Learning Spaces & Personal Learning Environments for

Learning Technologies Leadership

ACODE Learning Technologies Leadership Institute20th August 2013

Professor Mike KeppellExecutive Director

Australian Digital Futures InstituteDirector, Digital Futures - CRN

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Overview

nBackground

nDigital futures

nLearning spaces

nPersonalised learning

nNew mindsets

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Design Educational Technology

Innovation Solving real-world problems

Authentic learning

interactions

Transformation

Leadership

Personal Perspective

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ADFI Major Projects

n Digital Futures - Collaborative Research Network

n Regional Universities Network (RUN) Maths and Science Digital Classroom: A Connected Model for all of Australia

n Aged Care Community, Education, Research & training (ACCERT)

n Network of Australasian Tertiary Associations (NATA)

n Making the Connection: Improving access to Higher Education for Low SES Students with ICT Limitations project

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Digital Futures

Agriculture &Environment

Resilient Regions

Digital Rural Futures 2013

ACCERT

Digital Rural Futures 2014

Focussed Research

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Digital Future

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Beyond Current HorizonsnNetworking and

connections - distributed cognition

n Increasing personalisation and customisation of experience

nNew forms of literacy

nOpenness of ownership of knowledge (Jewitt, 2009).

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Horizon Report

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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.

‣ Personalisation - learning, teaching, place of learning and technologies

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New Generation Students

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Student-generated content (learner-as-designers)

Connected students (knowledge is in the network)

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Owning the Place of Learning

rapport with

technology

mobile

generate content

personalise

connected

adapt space to

their needs

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Rapport with technology13Tuesday, 20 August 13

Interactions

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Interactive learning (learner-to-content)

Networked learning (learner-to-learner; learner-to-teacher)

Student-generated content (learner-as-designers).

Connected students (knowledge is in the network)

Learning-oriented assessment (assessment-as-learning)

Interactions

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Learning-oriented Assessment

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Learning-oriented Assessment

Assessment tasks as learning

tasks

Student involvement in

assessment processes

Forward-looking feedback

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Forward-looking Feedback

nStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work.

nFeedback should be less final and judgemental (Boud, 1995)

nFeedback should be more interactive and forward-looking (Carless, 2002)

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

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What are the implications of a digital future for learning technologies

leadership?

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Learning Spaces

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Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:

n enhance learningnthat motivate learnersnpromote authentic learning interactions

nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).

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Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Virtual Learning Spaces

Blending - Affordances - Equity? 25Tuesday, 20 August 13

Mobility

nGlobal mobilitynMobility of peoplenTechnologies to support

mobilitynAdapting our teaching and

learning?nAssessment?

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Undergraduate Students and ITn Monitors students

relationship with digital technologies

n Portable devices are the ‘academic champions’

n 3x as many students used e-books or e-textbooks than in 2010

n Survey of 100,000 students across 195 institutions

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Seamless Learning

Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).

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Learning Space Literacies

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LiteraciesnLiteracy is no longer “the ability

to read and write” but now “the ability to understand information however presented.”

nCan't assume students have skills to interact in a digital age

nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)

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Principles of Learning Space Design

n Comfort: a space which creates a physical and mental sense of ease and well-being

n Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose

n Flow: the state of mind felt by the learner when totally involved in the learning experience

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Principles of Learning Space Design

•Equity: consideration of the needs of cultural and physical differences

•Blending: a mixture of technological and face-to-face pedagogical resources

•Affordances: the “action possibilities” the learning environment provides the users

•Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)

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What are the implications of learning spaces for learning technologies

leadership?

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Personalised Learning

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Personal Learning Spaces

‣ Integrate formal and informal learning spaces

‣ Customised by the individual to suit their needs

‣ Allow individuals to create their own identities.

‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning.

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Connectivism

‣ Knowledge has changed to networks and ecologies (Siemens, 2006).

‣ Need improved lines of communication in networks.

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

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Redefining the learning space

Seamless Learning

Learning Space Literacies Comfort

AestheticsFlow

EquityBlending

AffordancesRepurposing

Personalised Learning

Desire Paths/Learning Pathways

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What are the implications of personal learning environments for

learning technologies leadership?

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New Mindsets

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What new mindsets are required?

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New MindsetsnPrivileging mobile learning and

teaching access

nEmbedding digital literacies into all aspects of learning, teaching and curriculum

nPrivileging diverse places of learning as opposed to a singular place of learning

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New MindsetsnAssisting teachers and students

to develop their own personalised learning strategy

nPrivileging user-generated content

nPrivileging learning-oriented assessment

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Questions?

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