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CRICOS 00111D TOID 3059
Balancing Blended Learning and Space Design
Professor Mike KeppellPro Vice-Chancellor, Learning Transformations
Tertiary Learning Space Design
Overview
• Ecosystem
• Trends and challenges
• Blended learning
• Guiding pedagogies
• Space design
• Role of educators
• Professional development
Formal on-campus
teachingspaces
Informalon-campus
learning spaces
Online learning and teaching
spacesBlended Learning
On-Campus Learning and Teaching at Swinburne
Interactions
• Interactive learning (learner-to-content)
• Networked learning (learner-to-learner; learner-to-teacher)
• Learner-generated content (learner-as-designers).
• Connected students (knowledge is in the network)
• Learning-oriented assessment(assessment-as-learning).
Guiding Pedagogies
• Authentic learning
• Authentic assessment
• Personalised learning
• Peer learning
Authentic Learning
• …require students to complete complex real-world tasks over a period of time in collaboration with others as they would in a real setting or workplace (Herrington, 2006)
Authentic Assessment• Empowering the learner by engaging
them in assessment tasks that simulate or engage the learner in real-life situations.
• “Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively” (Wiggins, 1993, p. 229).
Personalised Learning
• Learning pathways
• ePortfolios
• The knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
Peer Learning
• Students teaching and learningfrom each other.
• Sharing ideas, knowledge andexperiences
• Emphasises interdependent asopposed to independent learning(Boud, 2001).
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