1. New Generation Learners:
Personalised Learning in a
Digital Age
33rd Annual Seminar
International Society for Teacher Education
Hong Kong
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
1Tuesday, 28 May 13
2. GUANXI - connections, community, relationships
Teachers are just part of the system
When will learning be restored as core business
If learning is central we have a new colour
UNISA - 350,000 students
Brazil - 55 million learners
Buhtan - 750 students, 60 lecturers and Moodle
Hong Kong - Facebook instead of Moodle
Singapore - Authentic shopping, 8 year olds and $20
2Tuesday, 28 May 13
3. Overview
n Role of technology
n New generation students
n Trends and challenges
n Game changers
n Personalised learning as
the ‘new norm’
n Implications for teacher
education
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4. Role of Technology
n enable new types of learning
experiences
n enrich existing learning
scenarios
n new means of intellectual
expression and creativity (p.
289).
n Laurillard, Oliver, Wasson &
Hoppe (2009)
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4Tuesday, 28 May 13
5. 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
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12. 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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12Tuesday, 28 May 13
13. 4
10 Years of Tracking Online
Education in the United States
‣ 2800 colleges and universities
‣ Academic leaders were
unconvinced that MOOCs were
sustainable
‣ MOOCS - important means for
institutions to learn about
online pedagogy
‣ 70% institutions believe online
learning is critical to their
long-term strategy
13Tuesday, 28 May 13
15. 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.
‣ Shift across all sectors to online learning,
hybrid learning and collaborative models.
‣
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15Tuesday, 28 May 13
16. Challenges
n Seamless learning – diverse places and
spaces for learning.
n Digital literacies – capabilities which fit an
individual for a digital society (JISC)
n Personalisation - learning, teaching, place
of learning and technologies
n Mobility is here!
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20. Mobility
n Global mobility
n Mobility of people
n Technologies to support
mobility
n Adapting our teaching and
learning?
n Assessment?
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21. 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
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21Tuesday, 28 May 13
23. Digital 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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23Tuesday, 28 May 13
24. Developing Literacies
n Employable graduates need to be digitally
literate
n Digital literacies are often related to discipline
area
n Learners need to be supported by staff to
develop academic digital literacies
n Professional development is vital in developing
digital literacies
n Professional associations are supporting their
members to improve digital literacies
n Engaging students supports digital literacy
development i.e. students as change agents
(JISC, 2012)
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25. ADFI - Vision
‣ Digital literacies that transform
the knowledge & skills of society
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26. ADFI - Mission
‣ To innovate, research &
collaborate to explore and
influence digital literacies that
impact societal change.
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29. 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).
29Tuesday, 28 May 13
30. Spaces for Knowledge
Generation
n Physical, blended or virtual ‘areas’ that:
n enhance learning
nthat motivate learners
npromote 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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30Tuesday, 28 May 13
31. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic
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31Tuesday, 28 May 13
34. 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
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35. 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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44. 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.
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44Tuesday, 28 May 13
45. 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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45Tuesday, 28 May 13
49. 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
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50. 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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51. References
n Allen, E & Seaman, J. (2013). Changing course: Ten years of tracking online education in
the united states. Babson Survey Research Group, Quahog Research Group, LLC, Pearson,
SLOAN-C.
n Johnson, L., Adams, S., Cummins, M., and Estrada, V. (2012). Technology Outlook for STEM
+ Education 2012-2017: An NMC Horizon Report Sector Analysis. Austin, Texas: The New
Media Consortium.
n Keppell, M., Suddaby, G. & Hard, N. (2011). Technology-enhanced Learning and Teaching
Good Practice Report. Australian Learning and Teaching Council. http://www.olt.gov.au/
resource-good-practice-report-technology-enhanced-learning-and-teaching-2011 & http://
www.olt.gov.au/system/files/resources/GPR_Technology_Enhanced_Keppel.pdf
n 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.
n Payton, S. (2012). Developing digital literacies. JISC. http://www.jisc.ac.uk/media/
documents/publications/briefingpaper/2012/Developing_Digital_Literacies.pdf
n Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved,
M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation
Report 1. Milton Keynes: The Open University. http://www.open.ac.uk/personalpages/
mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf
n Souter , K. Riddle, M., Sellers, W. & Keppell, M. (2011) Spaces for knowledge generation
final report. http://documents.skgproject.com/skg-final-report.pdf
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