Post on 15-Jul-2015
Learning Transformations at Swinburne University of Technology
Professor Mike Keppell Pro Vice-Chancellor, Learning Transformations
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Overview
About Swinburne
Learning transformations
Learning spaces
Seamless learning
Personalised learning
Authentic assessment
Blended learning
Swinburne Online
Open education
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About Swinburne
Faculty of Business & Law
Faculty of Health, Arts & Design
Faculty of Science, Engineering & Technology
Pathways and Vocational Education
Retention and success
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Learning Transformations
Engaged Learning
Innovative Teaching
Reaching More Students
Outstanding Graduate Outcomes
authentic learning learning design GCLT
authentic assessment
blended learning
personalised learning
personalised learning analytics
portfoliosmobileOERs
scholarship
GCLT
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Learning Spaces
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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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Seamless Learning
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Seamless Learning
Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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Personalised Learning
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Personalised Learning
I define personalised learning as 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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Knowledge, Skills and Attitudes
Knowledge is now co-created Skills form a basis for learning Attitudes influence beliefs and behaviours Growth mindset (Dweck, 2006) Openly seek challenge
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Personalised Learning Toolkit
Digital literacies Seamless learning Self-regulated learning Learning-oriented assessment Lifelong and life-wide learning Flexible learning pathways (Keppell in-press)
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Authentic 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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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
Students begin to learn about assessment Students begin to determine the quality of their own work
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Feedback as Feedforward
Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
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Blended Learning
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Blended Learning nThe blurring of face-to-face
learning and teaching and online learning is a significant shift for both learners and teachers.
nThe growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education.
Formal On-campus
Informal On-campus
Informal Off-campus
Blended Learning
Face-to-face ‘Campus’
Formal On-campus
Informal On-campus
Formal/Informal Off-campus
Blended Learning ‘Campus’
Blended Learning
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Flexible Learning
Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place, mode of study, teaching approach, forms of assessment and staffing.
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Blended & Flexible Learning
Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement (Keppell, 2010, p. 3; Garrison & Vaughan, 2008).
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Learning Designs
Enabling blends Address issues of access and equity.
Enhancing blends Incremental changes to the pedagogy.
Transforming blends Transformation of the pedagogy (Graham, 2006).
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Forms of Blended Learning
Activity-level blending Unit/Subject/Course-level blending Course/Program/Degree-level blending Institutional-level blending (Graham, 2006).
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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) (Moore, 1989; Keppell, 2014).
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Online Learning
Open Universities Australia
Swinburne Online
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Open Learning
Open Educational Resources
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OERu
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Disaggregation
“One of the cornerstones of the OERu philosophy is that the components of higher education that are traditionally packaged together in a single institution can be disaggregated and provided by different institutions”
(McGreal, Conrad, Murphy, Witthaus, & Mackintosh 2014, p.127).
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Partners, Sponsors, Donors
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Learning Designfor
Blended LearningOnline Learning
Spaces Seamless Learning
Personalised Learning
Authentic Assessment
Open Educational Resources
Mobile Learner and
Teacher
Authentic Learning
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ReferencesCarless, D. (2014). Exploring learning-oriented assessment processes. Higher Education.
Dweck, C. (2006). Mindset: How you can fulfil your potential. Constable and Robinson, Ltd. London.
Graham, C.R. (2006). Blended learning systems: definition, current trends, and future directions. In C. Bonk & C.R. Graham, The handbook of blended learning (3-21). San Francisco: John Wiley and Sons.
Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates life: Changing a university’s conceptions of curriculum. Higher Education Research &Development, 29(5), 491-505. doi:10.1080/07294360.2010.502218
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.
Keppell, 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.
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ReferencesKeppell, 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.
McGreal, R., Conrad, D., Murphy, A., Witthaus, G., & Mackintosh, W. (2014). Formalising informal learning: Assessment and accreditation challenges within disaggregated systems. Open Praxis, 6(2), 125-133.https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/114-540-2-PB.pdf
Moore, M.G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–6.
Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.
Sharples, 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
Watson, L. (2003). Lifelong learning in Australia (3/13). Canberra, Australia: Commonwealth of Australia.
Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies