keynote: personalised learning for new generation students

Personalised Learning for New Generation Students

TeL 2013Technology Enhanced Learning

Towards an Engaging & Meaningful Digital Future NUS, Singapore

October 7-8, 2013

Professor Mike KeppellExecutive Director

Australian Digital Futures InstituteDirector, Digital Futures - CRN

Monday, 7 October 13

Overview

nRole of technologynDynamic landscapenNew generation studentsnPersonalised learning nDigital citizenshipnSeamless learningnAssessmentnDesire paths

3


Role of Technologyn enable new types of

learning experiences

n enrich existing learning scenarios

n intellectual expression and creativity

n (Laurillard, Oliver, Wasson & Hoppe, 2009, p.289)

4


Good Practice Report

n Academics require sophisticated online teaching strategies to effectively teach in technology-enhanced higher education environments

n Academics need a knowledge of multi-literacies to teach effectively in contemporary technology-enhanced higher education

n http://www.olt.gov.au/resource-good-practice-report-technology-enhanced-learning-and-teaching-2011

5


http://www.olt.gov.au/resource-good-practice-report-technology-enhanced-learning-and-teaching-2011




Dynamic Landscape


Horizon Report

7


http://www.youtube.com/watch?v=X5AZzOw7FwA

Will 3D Printing Change the World?




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).

9


New Generation Students


Interactions


25

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


Personalised Learning


Characteristics

nLifelong and life-wide learning

nDigital citizenshipnSeamless learningnLearning-oriented

assessmentnDesire paths

16


Lifelong & Life-wide Learningn Encompasses both formal

and informal learning, self-motivated learning..(Watson, 2003).

n Life-wide learning “recognises that an individual’s life contains many parallel and interconnected journeys and experiences...”

n (Jackson, 2010, p. 492).

17


E-portfoliosn Space for personal learning

n Populated by the learner

n Supports learning not assessment

n For life-long and life–wide learning

n Able to present multiple stories of learning

n Access is controlled by the learner

n http://www.pebblepad.co.uk/about.asp

18


http://www.pebblepad.co.uk/about.asp




Digital Citizenship


What is digital identity?

nSafe and engaged digital citizenship

nAppropriate and responsible technology use

nDigital wellness

nhttp://digitalcitizenship.net/Home_Page.html

20


http://digitalcitizenship.net/Home_Page.html




What is Digital Identity?nHow you portray,

represent yourself online

nRich ways of communication

nDigital etiquette

nDigital ethics

21


Digital Identity Spaces


Digital Footprints


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/






Digital Literacies


Digital Literacies

nLiteracy 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 (JISC, 2012)

30


Developing Literaciesn Employable graduates need to be digitally

literaten Digital literacies are often related to discipline

arean Learners need to be supported by staff to

develop academic digital literaciesn Professional development is vital in developing

digital literaciesn Professional associations are supporting their

members to improve digital literaciesn Engaging students supports digital literacy

development i.e. students as change agents (JISC, 2012)

31


Mindfulness (Rheingold, 2010)Monday, 7 October 13

Seamless Learning


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).


Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

36Monday, 7 October 13

Virtual Learning Spaces

Blending - Affordances - Equity? Monday, 7 October 13

Mobility


Mobility

nGlobal mobilitynMobility of peoplenTechnologies to support

mobilitynAdapting our teaching and

learning?nAssessment?

40


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).

41


Learning-oriented Assessment


Learning-oriented Assessment

Assessment tasks as learning

tasks

Student involvement in

assessment processes

Forward-looking feedback


nAssessment tasks determine student effort

nStudents also fulfil the measurement requirement of the subject/curriculum.

nTasks should require distribution of student time and effort (Gibbs & Simpson, 2004)

Assessment Tasks as Learning Tasks

44


Student Involvement in Assessment nStudents begin to learn about assessmentnStudents begin to determine the quality of their own work

nStudents learn about reflection, peer feedback and self-evaluation

nSome degree of student choice in assessment tasks.

45


Forward-looking FeedbacknStudents 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; Keppell 2005)

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

46


Desire Paths


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




Being and Becoming 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

54


Being and Becoming a Personalised Learnern Constantly enhance and

elaborate your digital literacies

n Fine-tune your knowledge of diverse spaces to determine their suitability for different activities.

55


Being and Becoming a Personalised LearnernReflect on successes and

failures in learning and utilise ‘feedback as feedforward’

nFollow desire paths to foster creativity in your learning

nLearning begins on the edge of your comfort zone.

56


57


keynote: personalised learning for new generation students

Education