2015 ITS in Tertiary Education
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Transcript of 2015 ITS in Tertiary Education
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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