Learning &Teaching@Swinburne: Now and into the Future

Professor Mike KeppellPro Vice-Chancellor, Learning

Transformations

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Overview• Trends & Challenges• Learning transformations• Guiding Pedagogies• Deconstructing blended

learning • Places and spaces of

blended learning• Changing mindsets

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Trends & Challenges

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2015 Technology Outlook: Trends

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2015 Technology Outlook: Challenges

Rethinking the Roles of Educators

Blended & Online

Learning Analytics

Personalised Learning

Scholarship of Teaching and

Learning

Open EducationOERs

Digital literacies

Authentic Assessment

SpacesMobile

Learning Transformations

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MissionOur mission is to transform practice across the faculties and PAVE by inspiring, enabling and empowering teaching staff to develop capacity and capability in innovative teaching and learning.

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ActivitiesWe work collaboratively with learning and teaching staff through a range of activities to achieve this mission:

Blended and online learningLearning design workshopsAuthentic assessmentSeminars, events, and showcasing emerging

technologies in the Digital AquariumGraduate Certificate of Learning and TeachingScholarship of Teaching and LearningPromoting personalised learning through ePortfoliosLearning Transformation Conference Open education, open textbooks, OERs & MOOCs

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Digital"Literacies"

Partner"presenta6ons"

Gamifica6on"

Open"Educa6on"

Assessment"

eModera6on"

Learning"Design"

OLT"

Drop"in"Sessions"

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LEARNING TRANSFORMATIONS

PORTFOLIOS

Blended & Online Learning

Personalised Learning

and ePortfolios

Events, Seminars in the Digital Aquarium

Graduate Certificate of Learning and

Teaching

Scholarship of Learning and

Teaching

Learning Design Authentic

Assessment

Learning Transformations

Conference

Open Education, Open TextbooksOERs, MOOCs

Deconstructing Blended Learning

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• The disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education.

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What is the University Campus?•Formal teaching spaces

• Informal learning spaces

•Online learning and teaching spaces

Formal on-campusteachingspaces

Informalon-campus

learning spaces

Online learning and teaching

spacesBlended Learning

On-Campus Learning and Teaching at Swinburne

Blended Learning…• Designing learning interactions

across formal teaching spaces, informal learning spaces and virtual learning and teaching spaces.

• Thoughtful combination of physical and virtual spaces supported by educational technologies to enhance the student experience

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Guiding Pedagogies

Guiding Pedagogies

• Authentic learning • Authentic assessment

• Personalised Learning

• Peer learning

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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)

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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).

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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)

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Peer Learning• Students teaching and learning from each other.

• Sharing ideas, knowledge and experiences

• Emphasises interdependent as opposed to independent learning (Boud, 2001).

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Interactions• 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).

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Places and Spaces of Blended learning

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Defining Learning Spaces• Physical, blended or virtual

learning environments that enhance learning

• Physical, blended or virtual ‘areas’ that motivate a learner to learn

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Defining Learning Spaces• Spaces where both teachers

and learners optimise the perceived and actual affordances of the space; and

• Spaces that promote authentic learning interactions (Keppell & Riddle, 2012, 2013).

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Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

Virtual Learning Spaces

•Enabling blendsAddress issues of access and equity.

•Enhancing blendsIncremental changes to the pedagogy.

•Transforming blendsTransformation of the pedagogy.

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Learning Designs

Activity-level blending

Unit-level blending

Course-level blending

Institutional-level blending

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Forms of Blending

Interactions• 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).

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Changing Mindsets

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Teacher MindsetsInteractive 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).

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Learner MindsetsDigital literacies (competencies, fluency, design)

Seamless learning (formal, informal, F2F, blended, online, mobile)

Self-regulated learning (scaffolded, strategic, autonomous)

Learning-oriented assessment (authentic, negotiated, self-assessment)

Life-long learning (short-term, future-focussed, being a learner)

Learning pathways (prescribed, electives, open) (Keppell, 2015)

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Institutional Mindsets•Encouraging teacher and learner mindsets

•Embracing blended learning throughout all learning and teaching and assessment

•Utilising distributive leadership to create strategic change

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ReferencesCarless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. DOI

10.1007/s10734-014-9816-z.

Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf.

Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge.

Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.

Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education, 13(2), 153-165.

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ReferencesKeppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher

education: Concepts for the modern learning environment. IGI Global, Hershey: New York. ISBN13: 9781609601140.

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.

Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.) The Future of Learning and Teaching in Next Generation Learning Spaces. International Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited.

Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.

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ReferencesSharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., &

Gaved,M. (2013). Innovating pedagogy 2013: Open University Innovation Report Milton Keynes: The Open University.

Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012). Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.

Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://www.elearn space.org/KnowingKnowledge_LowRes.pdf

Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge generation. The Australian Learning and Teaching Council (ALTC). Retrieved from http://documents.skgproject.com/skg-final-report.pdf

Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies

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