The document discusses personalised lifelong learning in a digital age. It defines personalised learning as knowledge, skills and attitudes that empower learners to continue learning. It outlines a personalised learning toolkit including digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong and life-wide learning, and flexible learning pathways. It also discusses levels of proficiency within each of these areas to support personalised learning for next generation students in a dynamic digital context.
1. !
Personalised Lifelong
Learning in a Digital Age
Moodlesposium
‘Hitting the Targets’
UNSW Canberra ADFA
November 3-4, 2014
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
Director, Digital Futures - CRN
2. Start With the End
in Mind
!
Are we all looking
at the same thing?
2
3. RUN Maths and Science Digital
Classroom
n Inspiring year 9 & 10
learners
n6 RUN, AMSI, PICSE,
CSIRO
n52 schools
n500 students
n400 teachers
n ‘neutral Moodle space’
n4 research projects
3
4. Overview
nContext
n Place of learning
nNext generation
students
n Personalised learning
toolkit
nRoadmap for
personalised learning
4
14. 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)
15. Knowledge, Skills and Attitudes
nKnowledge is now co-created
nSkills form a basis for
learning
nAttitudes influence
beliefs and behaviours
nGrowth mindset
(Dweck, 2006)
nOpenly seek challenge
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18. Wheeler Digital Literacies
n Social networking skills
n Transliteracy skills
n Maintaining Privacy
n Managing Identity
n Creating content
n Organising and sharing content
n Reusing/repurposing content
n Filtering and selecting content
n Self broadcasting
!!
http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.
html
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19. Levels of Digital Literacies
nDigital competency
n knowing how to use
digital tools
nDigital Fluency
n applying digital
knowledge and skills
nDigital design
n user-generated content
n ‘learner-as-designer’
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23. Developing Literacies
n Employable graduates
need to be digitally literate
!
n Learners need to be
supported by staff to
develop academic digital
literacies
!
n Professional
development is vital in
developing digital literacies
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25. 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/
27. Seamless Learning
nContinuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012, 2013).
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28. Distributed
Learning Spaces
Physical Blended
Virtual
Formal Informal Formal Informal
Mobile Personal
Academic
Outdoor Professional
Practice
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30. Learning Space Literacies
nLearning 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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31. Levels of Seamless Learning
nOn-campus
n comfortable with formal
and informal spaces
nVirtual campus
n comfortable with
blended, online, social
media
nAnywhere
n trains, cafes,
teleworking
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33. Levels of Self-Regulated Learning
nScaffolded learners
n teachers scaffold
learning
nStrategic learners
n learners begin to
manage their own
learning
nAutonomous learners
n learners become
strategic learners
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36. Assessment Tasks as
Learning Tasks
nAssessment tasks
determine student
effort
nTasks should require
distribution of student
time and effort (Gibbs
& Simpson, 2004)
36
37. Student Involvement in
Assessment
nStudents begin to
learn about
assessment
nStudents begin to
determine the
quality of their own
work
37
38. Forward-looking Feedback
!
nFeedback should be
timely and with a
potential to be acted
upon (Gibbs &
Simpson, 2004)
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39.
40.
41.
42.
43.
44. Levels of Learning-oriented Assessment
nAuthentic assessment
n learners participate in
authentic assessment
nNegotiated assessment
n learners negotiate
assessment with
teachers
nSelf-assessment
n learners act on ‘feedback
as feed-forward’
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48. 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).
49. Levels of Lifelong Learning
nShort-term
n learners are focussed
on current courses
nFuture-focussed
n relates courses to
future job
nBeing a learner
n learning becomes a
customary practice
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55. References
Betcher, C. (2009). Digital footprints. Retrieved from http://chrisbetcher.com/tag/digitalfoot
print/. Accessed on May 14.
!
Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. DOI
10.1007/s10734-014-9816-z.
!
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
!
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher
Education Edition. Austin, Texas: The New Media Consortium.http://www.nmc.org/pdf/2014-nmc-horizon-
report-he-EN.pdf.
!
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.
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56. References
Keppell, M., Au, E., & Ma, A. (2005). Authentic online assessment: Three case studies in teacher
education. Chapter 4 (pp. 42-61). In S. L. Howell & M. Hricko (Eds.) Online assessment and
measurement: Case studies from higher education, K-12 and corporate. Information Science
Publishing. Hershey. ISBN 1-59140-722-2.
!
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.
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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.
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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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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.
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57. References
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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.
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Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.
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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.
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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.
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Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn
space.org/KnowingKnowledge_LowRes.pdf
!
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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
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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
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