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Principles of Personalisation

!Personalised learning UTeach@USQ Forum

USQ, Toowoomba, R113 May 7, 2014

Professor Mike Keppell Executive Director

Australian Digital Futures Institute Director, Digital Futures - CRN

OverviewnPersonalised learners !

nPersonalised learning strategies

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nPrinciples of personalisation

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Next-Generation Learners

‘Place’ of Learning

Formal On-campus

Informal On-campus

Informal Off-campusPersonalised

Learning Strategies

Face-to-face ‘Campus’

Formal On-campus

Informal On-campus

Formal/Informal Off-campus

USQ ‘Campus’

Personalised Learning

StrategiesBlended Learning

Personalised Learning Strategies

CharacteristicsnDigital literacies nSeamless learning nLearner engagement/

self-regulated learning nLearning-oriented

assessment nLifelong and life-wide

learning nDesire paths

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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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Cognitive

TechnicalSocial-

Emotional

Information literacy Critical literacy Multi-literacies

Socio-emotional literacy

Critical literacy

Operational literacy

Critical literacy

Digital literacy

NG (2012)

Can we teach digital natives digital literacy? Computers & Education 59 (2012) 1065–1078

Mindfulness (Rheingold, 2010)

Seamless Learning

Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Virtual Learning Spaces

Learning-oriented Assessment

Assessment tasks as learning

tasks

Student involvement in

assessment processes

Forward-looking feedback

Forward-looking FeedbacknStudents 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; Keppell 2005)

nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)

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http://daniel.fone.net.nz/blog/2013/05/19/desire-paths-in-web-ui/

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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) (Keppell, 2014).

Interactions

Learning Space LiteraciesnLearning 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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Principles of PersonalisationnKnowledge, skills and attitudes that allow interaction in a digital age (digital literacies, mobile learning)

nSeamless learning across physical and virtual places and spaces (distributed learning spaces, learning space literacies)

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Principles of Personalisation

nAutonomous learners who take ownership for their learning (learner engagement, self-regulated learning, learners who ask questions, learner choice – desire paths)

nAssessment that is learning-oriented (Feedback as feed-forward)

nAn attitude of life-wide and life-long learning (Life-wide, Life-long)

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Principles of PersonalisationnPersonalised Learning is not a matter of tailoring curriculum, teaching and assessment to ‘fit’ the individual, but is a question of developing social practices that enable people to become all that they are capable of becoming (Pollard & James, p.6).

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http://www.tlrp.org/documents/personalised_learning.pdf

Referencesn Chapter: Personalised

learning strategies for higher education: http://www.slideshare.net/mkeppell/personalised-learning-strategies

n Slideshare: http://www.slideshare.net/mkeppell

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