Examination of digital futures, learning spaces and personal learning environments.

1. Implications of Digital Futures,
Learning Spaces & Personal
Learning Environments for
Learning Technologies
Leadership
ACODE Learning Technologies Leadership Institute
20th August 2013
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
Director, Digital Futures - CRN
1Tuesday, 20 August 13

2. Overview
n Background
n Digital futures
n Learning spaces
n Personalised learning
n New mindsets
2
2Tuesday, 20 August 13

3. Design
Educational
Technology
Innovation Solving real-
world problems
Authentic
learning
interactions
Transformation
Leadership
Personal Perspective
3Tuesday, 20 August 13

4. 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
4
4Tuesday, 20 August 13

5. Digital
Futures
Agriculture &
Environment
Resilient
Regions
Digital Rural
Futures 2013
ACCERT
Digital Rural
Futures 2014
Focussed Research
5Tuesday, 20 August 13

6. Digital Future
6Tuesday, 20 August 13

7. Beyond Current Horizons
n Networking and
connections - distributed
cognition
n Increasing
personalisation and
customisation of
experience
n New forms of literacy
n Openness of ownership of
knowledge (Jewitt, 2009).
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8. Horizon Report
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9. 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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10. New Generation Students
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11. Student-
generated
content (learner-
as-designers)
Connected
students (knowledge
is in the network)
11Tuesday, 20 August 13

12. Owning the Place of Learning
rapport
with
technology
mobile
generate
content
personalise
connected
adapt
space to
their needs
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13. Rapport with technology
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14. Interactions
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15. 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
15Tuesday, 20 August 13

16. Learning-oriented
Assessment
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17. Learning-oriented Assessment
Assessment
tasks as learning
tasks
Student
involvement in
assessment
processes
Forward-looking
feedback
17Tuesday, 20 August 13

18. Forward-looking Feedback
nStudents need to receive appropriate feedback
which they can use to ‘feed forward’ into
future work.
nFeedback should be less final and judgemental
(Boud, 1995)
nFeedback should be more interactive and
forward-looking (Carless, 2002)
nFeedback should be timely and with a potential
to be acted upon (Gibbs & Simpson, 2004)
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19. 19Tuesday, 20 August 13

20. 20Tuesday, 20 August 13

21. What are the implications
of a digital future for
learning technologies
leadership?
21Tuesday, 20 August 13

22. Learning Spaces
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23. Spaces for Knowledge
Generation
n Physical, blended or virtual ‘areas’ that:
n enhance learning
nthat motivate learners
npromote authentic learning interactions
n Spaces where both teachers and students
optimize the perceived and actual
affordances of the space (Keppell &
Riddle, 2012).
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23Tuesday, 20 August 13

24. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic
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25. Virtual Learning
Spaces
Blending - Affordances - Equity?
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26. Mobility
n Global mobility
n Mobility of people
n Technologies to support
mobility
n Adapting our teaching and
learning?
n Assessment?
26
26Tuesday, 20 August 13

27. Undergraduate Students
and IT
n 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
27
27Tuesday, 20 August 13

28. 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).
28Tuesday, 20 August 13

29. Learning Space
Literacies
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29Tuesday, 20 August 13

30. Literacies
n Literacy is no longer “the ability
to read and write” but now “the
ability to understand
information however
presented.”
n Can't assume students have
skills to interact in a digital age
n Literacies will allow us to teach
more effectively in a digital
age (JISC, 2012)
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31. 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
31
31Tuesday, 20 August 13

32. 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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33. 33Tuesday, 20 August 13

34. What are the implications
of learning spaces for
learning technologies
leadership?
34Tuesday, 20 August 13

35. Personalised Learning
35Tuesday, 20 August 13

36. 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.
36
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37. 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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38. 38Tuesday, 20 August 13

39. Redefining the learning space
Seamless
Learning
Learning Space
Literacies
Comfort
Aesthetics
Flow
Equity
Blending
Affordances
Repurposing
Personalised
Learning
Desire Paths/Learning
Pathways
39Tuesday, 20 August 13

40. What are the implications
of personal learning
environments for
learning technologies
leadership?
40Tuesday, 20 August 13

41. New Mindsets
41Tuesday, 20 August 13

42. What new mindsets are
required?
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43. New Mindsets
n Privileging mobile learning and
teaching access
n Embedding digital literacies into
all aspects of learning, teaching
and curriculum
n Privileging diverse places of
learning as opposed to a
singular place of learning
43
43Tuesday, 20 August 13

44. New Mindsets
n Assisting teachers and students
to develop their own
personalised learning strategy
n Privileging user-generated
content
n Privileging learning-oriented
assessment
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45. 45
Questions?
45Tuesday, 20 August 13