Technology-enhanced L&T: Implications for academic governance

Technology-enhanced Learning and Teaching:

Implications for Academic Governance

Professor Mike KeppellExecutive Director

Australian Digital Futures Institute

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Overviewn Technology-enhanced environmentsn New generation studentsn Trends and challengesn Game changersn Implications for Academic Governance

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Technology-enhanced L&Tn Laurillard, Oliver, Wasson & Hoppe (2009)

suggest that the “role of technology [is] to enable new types of learning experiences and to enrich existing learning scenarios” (p. 289).

n “Interactive and cooperative digital media have an inherent educational value as a new means of intellectual expression” and creativity (p. 289).

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Good Practice Reportn Integrating technology-enhanced learning and

teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline

n Academics require sophisticated online teaching strategies to effectively teach in technology-enhanced higher education environments

n Academics need a knowledge of multi-literacies to teach effectively in contemporary technology-enhanced higher education

n Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities

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New Generation Students

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Rapport with technology6Monday, 6 May 13

Student-generated content (learner-as-designers)

Connected students (knowledge is in the network)

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Owning the Place of Learning

rapport with

technology

mobile

generate content

personalise

connected

adapt space to

their needs

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What Trends do we Need to Consider?

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CSIRO Megatrends

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On the movePersonalisationIWorld

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To Succeed in the Asian Century

n “Australia’s commerical success in the region requires that highly competitive Australian firms and institutions develop collaborative relationships with others in the region” (p.2).

nNew business models and mindsets (p.2)

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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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10 Years of Tracking Online Education in the United States‣ 2800 colleges and universities

‣ Academic leaders were unconvinced that MOOCs were sustainable

‣ MOOCS - important means for institutions to learn about online pedagogy

‣ 70% institutions believe online learning is critical to their long-term strategy

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Horizon Reports

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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.

‣ Shift across all sectors to online learning, hybrid learning and collaborative models.

‣

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ChallengesnSeamless learning – diverse places and

spaces for learning.

nDigital literacies – capabilities which fit an individual for a digital society (JISC)

nPersonalisation - learning, teaching, place of learning and technologies

nMobility is here!

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Game Changers

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Game Changers

nMobility

nDigital literacies

nSeamless learning

nPersonalised learning

nUser-generated content

nLearning-oriented assessment

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Mobility

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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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Digital Literacies

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Digital 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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Developing Literaciesn Employable graduates need to be digitally

literaten Digital literacies are often related to discipline

arean Learners need to be supported by staff to

develop academic digital literaciesn Professional development is vital in developing

digital literaciesn Professional associations are supporting their

members to improve digital literaciesn Engaging students supports digital literacy

development i.e. students as change agents (JISC, 2012)

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Seamless Learning

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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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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? 29Monday, 6 May 13

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Personalised Learning

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Personal Learning Spaces

‣ Integrate formal and informal learning spaces

‣ Customised by the individual to suit their needs

‣ Allow individuals to create their own identities.

‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning.

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Connectivism

‣ Knowledge has changed to networks and ecologies (Siemens, 2006).

‣ Need improved lines of communication in networks.

‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).

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Redefining the Learning Space

Seamless Learning

Learning Space Literacies Comfort

AestheticsFlow

EquityBlending

AffordancesRepurposing

Personalised Learning

Desire Paths/Learning Pathways

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Student Generated Content

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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)

Interactions

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Learning-oriented Assessment

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Learning-oriented Assessment

Assessment tasks as learning tasks

Student involvement in assessment processes

Forward-looking feedback

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Implications for Academic Governance

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New MindsetsnPrivileging mobile learning and

teaching access

nEmbedding digital literacies into all aspects of learning, teaching and curriculum

nPrivileging diverse places of learning as opposed to a singular place of learning

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New MindsetsnAssisting teachers and students

to develop their own personalised learning strategy

nPrivileging user-generated content

nPrivileging learning-oriented assessment

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Referencesn Allen, E & Seaman, J. (2013). Changing course: Ten years of tracking online education in

the united states. Babson Survey Research Group, Quahog Research Group, LLC, Pearson, SLOAN-C.

n Johnson, L., Adams, S., Cummins, M., and Estrada, V. (2012). Technology Outlook for STEM+ Education 2012-2017: An NMC Horizon Report Sector Analysis. Austin, Texas: The New Media Consortium.

n Keppell, M., Suddaby, G. & Hard, N. (2011). Technology-enhanced Learning and Teaching Good Practice Report. Australian Learning and Teaching Council. http://www.olt.gov.au/resource-good-practice-report-technology-enhanced-learning-and-teaching-2011 & http://www.olt.gov.au/system/files/resources/GPR_Technology_Enhanced_Keppel.pdf

n Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey.

n Payton, S. (2012). Developing digital literacies. JISC. http://www.jisc.ac.uk/media/documents/publications/briefingpaper/2012/Developing_Digital_Literacies.pdf

n Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University. http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf

n Souter , K. Riddle, M., Sellers, W. & Keppell, M. (2011) Spaces for knowledge generation final report. http://documents.skgproject.com/skg-final-report.pdf

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Questions?

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