2,747 research outputs found
Learning technology and organisations: transformational impact?
No full textThis collection of papers contributes to a wide and ongoing strand of interest in alternative learning technologies: how are digitally-enabled ways of working transforming organisations? In 'transformation' we look for radical change, rather than just doing the same at a different scale. And in organisations we centre on educational institutions – across the full range of schooling, training, further and higher education – while recognising that conventional boundaries are increasingly broken as different kinds of organisations invest in digitally-enabled learning
Global Insight: Personalised Learning in a Connected World
No full textIn this video, Professor Mike Keppell, Pro Vice-Chancellor of Learning Transformations at Swinburne University of Technology, talks of his experience with personalised learning in our changing world
Personalised Learning Strategies for Higher Education
No full textThis chapter will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning. Although there has been extensive examination of the design of spaces for knowledge generation (Keppell & Riddle, 2012, 2013; Souter, Riddle, Sellers, & Keppell, 2011) there has been little attention given to how learners customise and personalise their own physical and virtual learning spaces as they traverse their learning journey. Seven principles of learning space design will be adapted for use by the personalised learner. Personalised learning strategies encompass a range of knowledge, skills and attitudes that empower the learner to take charge of their learning within next generation learning spaces. Personalised learning consists of six broad concepts: digital citizenship, seamless learning, learner engagement, learning-oriented assessment, lifelong and life-wide learning and desire paths. Teachers will need to assist learners to design their own personalised learning spaces throughout formal education to encourage learners to be autonomous learners throughout their lifetime. In order to assist learners in developing personalised learning strategies we need to teach them about learning space literacies. We can't assume learners have the knowledge, skills and attitudes to be able to identify and effectively utilise appropriate learning spaces that optimises engagement
Physical and virtual learning spaces in higher education: concepts for the modern learning environment
No full textHigher education is facing a renaissance in terms of its approaches to teaching and learning and the use of physical and virtual spaces. This book will address the question of how higher education institutions and administrators need to re-conceptualize, re-design, and rethink the use of space for students entering university in the 21st Century. Higher education institutions are no longer defined by the physical boundaries of their traditional campus but the entire student experience, whether that be negotiating the physical corridors of the campus or connecting to virtual environments. The design of spaces to support the generation of knowledge by students themselves is an important and neglected field. With lectures and tutorials still predominant in higher education, the organisation of space and time configures students as receivers of knowledge until the point of graduation, at which time they are expected to produce knowledge of their own. Rather than lecture halls with rowed seats being the predominant physical learning space for learning and teaching in higher education, learning spaces need to include: physical/virtual, formal/informal, blended, mobile, personal, and professional learning spaces that need to consider flexibility, adaptability, and time. They need to mirror contemporary learning and teaching strategies that emphasize independent and peer-based learning in both physical and virtual learning spaces, and need to account for how students perceive and utilize space in higher education settings. In meeting these priorities, it is essential for universities to support synchronous and asynchronous, multi-disciplinary, multi-campus, and inter-institutional collaboration amongst students, between students and teaching staff, and amongst teaching staff
Principles for design and evaluation of learning spaces
No full textInterest in the influence of learning spaces on learning and teaching has been growing in recent times (e.g. Boys, 2011; Ellsworth, 2005; Goodyear, 2008; Luckin, 2010). Projects such as the Spaces for Knowledge Generation Project (Souter, Riddle, Sellers, & Keppell, 2011) explicitly focused on the influence of technology, economic and social developments in relation to learning spaces and how space influences both the role of the teacher and the learner and the range of learning approaches that can be undertaken within the space
Innovating processes to determine quality alongside increased inclusivity in higher education
No full textThe higher education sector is changing alongside developments in information technology. This chapter describes the increased inclusivity that the Internet in particular has facilitated and the functions of the university in determining quality of educators, learners and educational resources. It explains a tension between increased inclusivity and the function of determining quality. Examples are presented of how this tension has been resolved in other sectors of society. Two higher education developments are discussed from this perspective of inclusivity and quality, <i>Open Educational Resources</i> (OERs) and <i>Massive Open Online Course</i> (MOOC) offerings. An example on the development of quality within an OER repository is described. <i>Wikiwijs</i> is described as an online space for OERs that was developed in the Netherlands and has been experimenting for five years with ways to provide quality alongside increased inclusivity so that teachers from primary to university level can find, use and adapt learning materials. Potential higher education futures with even greater inclusivity are discussed. Areas for further innovation in distributing determination of quality in higher education are described
Mike Olszewski Interview, 2009
No full textMike Olszewski is a newscaster for WKSU-FM and a professor of communications at Kent State University and the University of Akron, as well as the author of several books. He was born in Cleveland in 1953. The interview discusses his childhood, racial issues, music, and the media
Conceptualising recognition of prior learning processes in the age of open learning
No full textThis chapter interrogates what recognition of prior learning (RPL) can and does mean in the higher education sector—a sector in the grip of the widening participation agenda and an open access age. The chapter discusses how open learning is making inroads into recognition processes and examines two studies in open learning recognition. A case study relating to e-portfolio-style RPL for entry into a Graduate Certificate in Policy and Governance at a metropolitan university in Queensland is described. In the first instance, candidates who do not possess a relevant Bachelor degree need to demonstrate skills in governmental policy work in order to be eligible to gain entry to a Graduate Certificate (at Australian Qualifications Framework Level 8) (Australian Qualifications Framework Council, 2013, p. 53). The chapter acknowledges the benefits and limitations of recognition in open learning and those of more traditional RPL, anticipating future developments in both (or their convergence)
Mike Olszewski Interview, 2009
No full textMike Olszewski is a newscaster for WKSU-FM and a professor of communications at Kent State University and the University of Akron, as well as the author of several books. He was born in Cleveland in 1953. The interview discusses his childhood, racial issues, music, and the media
Dr. Mike Davison – Faculty Author Interview
No full textDr. Mike Davison, Professor of Music, discusses his documentary film, Cuba: Rhythm in Motion. This dynamic film captures the joy of making music in Cuba, an island that Dr. Davison has visited numerous times with his students. The contrasting yet intertwined histories of Cuban and American music are traced and illustrated with extensive performance footage. A DVD of Cuba: Rhythm in Motion is available in Parsons Music Library
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