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 1 Tuesday, 20 August 13
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Implications of Digital Futures, Learning Spaces & Personal Learning Environments for
Learning Technologies Leadership
ACODE Learning Technologies Leadership Institute20th August 2013
Professor Mike KeppellExecutive Director
Australian Digital Futures InstituteDirector, Digital Futures - CRN
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Overview
nBackground
nDigital futures
nLearning spaces
nPersonalised learning
nNew mindsets
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Design Educational Technology
Innovation Solving real-world problems
Authentic learning
interactions
Transformation
Leadership
Personal Perspective
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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
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Digital Futures
Agriculture &Environment
Resilient Regions
Digital Rural Futures 2013
ACCERT
Digital Rural Futures 2014
Focussed Research
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Digital Future
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Beyond Current HorizonsnNetworking and
connections - distributed cognition
n Increasing personalisation and customisation of experience
nNew forms of literacy
nOpenness of ownership of knowledge (Jewitt, 2009).
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Horizon Report
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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
nStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work.
nFeedback should be less final and judgemental (Boud, 1995)
nFeedback should be more interactive and forward-looking (Carless, 2002)
nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
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What are the implications of a digital future for learning technologies
leadership?
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Learning Spaces
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Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:
n enhance learningnthat motivate learnersnpromote authentic learning interactions
nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).
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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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Virtual Learning Spaces
Blending - Affordances - Equity? 25Tuesday, 20 August 13
Mobility
nGlobal mobilitynMobility of peoplenTechnologies to support
mobilitynAdapting our teaching and
learning?nAssessment?
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Undergraduate Students and ITn 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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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).
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Learning Space Literacies
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LiteraciesnLiteracy is no longer “the ability
to read and write” but now “the ability to understand information however presented.”
nCan't assume students have skills to interact in a digital age
nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)
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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