personalised learning strategies for higher education
TRANSCRIPT
Personalised Learning Strategies for Higher Education
Professor Mike Keppell Pro Vice-Chancellor Learning Transformations
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Overview
Defining learning spaces
Defining personalised learning
Personalised learning toolkit
Learning space literacies
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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
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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).
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Personalised Learning
I define personalised learning as the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
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Knowledge, Skills and Attitudes
Knowledge is now co-created Skills form a basis for learning Attitudes influence beliefs and behaviours Growth mindset (Dweck, 2006) Openly seek challenge
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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
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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 user-generated content ‘learner-as-designer’
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Wheeler Digital LiteraciesSocial 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
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Seamless Learning
Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
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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 trains, cafes, teleworking
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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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 learners become strategic learners
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Levels of Learning-oriented Assessment
Authentic assessment learners participate in authentic assessment
Negotiated assessment learners negotiate assessment with teachers
Self-assessment learners act on ‘feedback as feed-forward’
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Learning-oriented Assessment
Assessment tasks as learning tasks
Student involvement in assessment processes
Forward-looking feedback
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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)
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Student Involvement in Assessment
Students begin to learn about assessment Students begin to determine the quality of their own work
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Feedback as Feedforward
Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
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Lifelong & Life-wide Learning
Encompasses both formal and informal learning, self-motivated learning..(Watson, 2003). Life-wide learning “contains many parallel and interconnected journeys and experiences...” (Jackson, 2010, p. 492).
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Levels of Lifelong Learning
Short-term learners are focussed on current courses
Future-focussed relates courses to future job
Being a learner learning becomes a customary practice
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Digital Portfolios
Populated by the learner
Able to present multiple stories of learning
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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).
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http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/
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Levels of Learning Pathways
Prescribed fixed learning pathway
Flexible learner has some choice through electives
Open education learner constructs learning pathway to meet their needs
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Learning Space Literacies
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).
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ReferencesCarless, 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.
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ReferencesKeppell, 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