Afternoon keynote: Philip Butler & James Ballard
Learning spaces: bridging the gap between personal and professional discourses
As we evolve within a more ‘knowledge-based’ society, knowing what to learn next becomes more relevant than what has already been learnt. This is evidenced in the recent focus on higher-order thinking or trans-disciplinary skills in the literature of personalisation, professional development, employability, PLTS and other strategic agendas.
Development of such skills requires complex dialogue and is difficult to measure. How can we ensure learners engage with a sufficient range of discourses for their development and where does Moodle ‘fit’?
Three phases for Harnessing Technology: Enabling, Capable and Confident
Helping learners to learn individually – personalisation. The systems should conform to the learner, not the other way round.
- Lifelong learning is a process, not a product.
- Edubcators have a responsibility to make this an inclusive process.
- This is not a technical issue, technology provides new affordances for personalisation but is not a panacea
- The 21st Century learner requires us to understand where Moodle fits in within their learning discourse.