What Personalised Learning Could Look Like

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

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

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2015 Technology Outlook: Challenges 3

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

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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

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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

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Knowledge, Skills and Attitudes • Knowledge is now cocreated • Skills form a basis for learning • Attitudes influence beliefs and behaviours • Growth mindset (Dweck, 2006) • Openly seek challenge 7

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

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Levels of Digital Literacies • Digital Competency • knowing how to use digital tools • Digital Fluency • applying digital knowledge and skills • Digital Design • • 9 user-generated content ’learner-as-designer’

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

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Digital Design Spaces

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

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Levels of Seamless Learning • On-campus • comfortable with formal and informal spaces • Virtual campus • comfortable with blended, online, social media • Anywhere • 15 trains, cafes, teleworking

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

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Virtual Learning Spaces

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Levels of Self-Regulated Learning • Scaffolded learners • teachers scaffold learning • Strategic learners • learners begin to manage their own learning • Autonomous learners • 19 learners become strategic learners

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Levels of Learningoriented Assessment • Authentic assessment • learners participate in authentic assessment • Negotiated assessment • learners negotiate assessment with teachers • Self-assessment • 20 learners act on ‘feedback as feed-forward’

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

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

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

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

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Lifelong & Life-wide Learning • Encompasses both formal and informal learning, selfmotivated learning..(Watson, 2003). • Life-wide learning “contains many parallel and interconnected journeys and experiences...” • (Jackson, 2010, p. 492). 29

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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

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

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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). 32

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

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Levels of Learning Pathways • Prescribed • fixed learning pathway • Flexible • learner has some choice through electives • Open education • 34 learner constructs learning pathway to meet their needs

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

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References 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. 36

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References 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 37

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