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

Ecosystem

Pathways and Vocational Education

Higher Education

Work Integrated Learning

Trends

Challenges

Blended Learning

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

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).

Spaces

FACTORY OF THE FUTURE

Professional Development