Transformative Technologies to Enhance Teaching & Learning in

the Digital Era

Professor Mike KeppellPro Vice-Chancellor, Learning

Transformations

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“We shape our tools and then our tools shape us” 

Marshall McLuhan (1967)

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2015 Technology Outlook: Trends

Formal on-campusteachingspaces

Informalon-campus

learning spaces

Online learning and teaching

spacesBlended Learning

On-Campus Learning and Teaching at Swinburne

• 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

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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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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2015 Technology Outlook: Challenges

Rethinking the Roles of Educators

Blended & Online

Learning Analytics

Personalised Learning

Scholarship of Teaching and

Learning

Open EducationOERsDigital literacies

Authentic Assessment

SpacesMobile

LTU 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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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

PAVE

“We shape our tools and then our tools shape us” 

Marshall McLuhan (1967)

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Authentic Assessment/Learning-oriented Assessment

Levels of Learning-oriented Assessment• Authentic assessment

• learners participate in authentic assessment

• Negotiated assessment• learners negotiate

assessment with teachers• Self-assessment

• learners act on ‘feedback as feed-forward’

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Learning-oriented Assessment

Assessment tasks as learning tasks

Student involvement in assessment

processes

Forward-looking feedback

Assessment Tasks as Learning Tasks• Assessment tasks

determine student effort

• Tasks should require distribution of student time and effort (Gibbs & Simpson, 2004).

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Student Involvement in Assessment• A Students begin to learn

about assessment

• Students begin to determine the quality of their own work

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Feedback as Feed-Forward• Feedback should be

timely and with a potential to be acted upon (Gibbs & Simpson, 2004)

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