If Blended Learning is the Answer: What is the Question?
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Transcript of If Blended Learning is the Answer: What is the Question?
If Blended Learning is the Answer: What is the
Question?
University of Sunshine Coast - Masterclass Workshop26th August 2013
Professor Mike KeppellExecutive Director
Australian Digital Futures InstituteDirector, Digital Futures - CRN
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Design Educational Technology
Innovation Solving real-world problems
Authentic learning
interactions
Transformation
Leadership
Personal Perspective
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ADFI Major Projectsn Digital Futures - Collaborative Research Network (DF-
CRN) (USQ, ANU, UniSA) - 89 researchers.n Regional Universities Network (RUN) Maths and
Science Digital Classroom: A Connected Model for all of Australia (USQ, CQU, USC, UB, UNE, SCU).
n Aged Care Community, Education, Research & training (ACCERT) (Anglicare)
n Network of Australasian Tertiary Associations (NATA) (ascilite, ACODE, CADAD, HERDSA, ODLAA, Netspot, AARnet)
n Making the Connection: Improving access to Higher Education for Low SES Students with ICT Limitations project (HEPPP)
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Digital Futures
Agriculture &Environment
Resilient Regions
Digital Rural Futures 2013
ACCERTNATA Digital Futures-CRN
Digital Rural Futures 2014
Focussed Research
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Beyond Current HorizonsnNetworking and
connections - distributed cognition
n Increasing personalisation and customisation of experience
nNew forms of literacy
nOpenness of ownership of knowledge (Jewitt, 2009).
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Trends ‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and relationships will challenge our educational identity.
‣ Students want to use their own technology for learning.
‣ Personalisation - learning, teaching, place of learning and technologies
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Distributive LeadershipnCharacteristics:
collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation.
nCentral premise: good leadership is foundational to good learning and teaching practice.
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Distributive Leadershipn Identified characteristics of distributive
leadership include the building of trust, the creation of a learning culture and the sharing and dissemination of information (Brown & Littrich 2008).
n
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Managing institutional change through distributive leadership approaches:Engaging academics and teaching support staff in blended and flexible learning
M. Childs, M Brown, M. Keppell, Z Nicholas, C. Hunter and N. Hard
nhttp://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013
nhttp://learningleadershipstudy.wordpress.com
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Principlesn Innovation (in BFL and DE) needs to be aligned to
institution vision, and the institution needs to manage the tensions that can exist between alignment (to vision); and creativity and innovation.
n Good practice in BFL and DE needs to be manifested through sustainable, consistent and supported opportunities (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013).
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Principlesn Regardless of the strategy or activity, commitment
to approaches that enable academics to take time, collaborate, share, network and connect are the key to innovation in BFL and DE. (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013).
n Keppell, M.J., O’Dwyer, C., Lyon, B., & Childs, M. (2010). Transforming distance education curricula through distributive leadership. ALT-J, 18:3, 165 - 178.
n http://www.slideshare.net/mkeppell/2010-alt-jkeppell
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LiteraciesnLiteracy is no longer “the ability
to read and write” but now “the ability to understand information however presented.”
nCan't assume students have skills to interact in a digital age
nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)
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Developing Literaciesn Employable graduates need to be digitally
literaten Digital literacies are often related to discipline
arean Learners need to be supported by staff to
develop academic digital literaciesn Professional development is vital in developing
digital literaciesn Professional associations are supporting their
members to improve digital literaciesn Engaging students supports digital literacy
development i.e. students as change agents (JISC, 2012)
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ADFI - Vision
‣Digital literacies that transform the knowledge & skills of society
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ADFI - Mission
‣ To innovate, research & collaborate to explore and influence digital literacies that impact societal change.
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Student-generated content (learner-as-designers)
Connected students (knowledge is in the network)
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Owning the Place of Learning
rapport with
technology
mobile
generate content
personalise
connected
adapt space to
their needs
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Mobility
nGlobal mobilitynMobility of peoplenTechnologies to support
mobilitynAdapting our teaching and
learning?nAssessment?
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Undergraduate Students and ITn Monitors students
relationship with digital technologies
n Portable devices are the ‘academic champions’
n 3x as many students used e-books or e-textbooks than in 2010
n Survey of 100,000 students across 195 institutions
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Personal Learning Spaces
‣ Integrate formal and informal learning spaces
‣ Customised by the individual to suit their needs
‣ Allow individuals to create their own identities.
‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning.
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Connectivism
‣ Knowledge has changed to networks and ecologies (Siemens, 2006).
‣ Need improved lines of communication in networks.
‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).
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Redefining the learning space
Seamless Learning
Learning Space Literacies Comfort
AestheticsFlow
EquityBlending
AffordancesRepurposing
Personalised Learning
Desire Paths/Learning Pathways
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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)
Interactions
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Learning-oriented Assessment
Assessment tasks as learning
tasks
Student involvement in
assessment processes
Forward-looking feedback
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Forward-looking Feedback
nStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work.
nFeedback should be less final and judgemental (Boud, 1995)
nFeedback should be more interactive and forward-looking (Carless, 2002)
nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
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Paradigms of Blended LearningEnabling blendsThese address issues of access and equity and addflexibility. This might include the same opportunities inface-to-face, online and blended learning environments.
Enhancing blendsThese focus on incremental changes to the pedagogy in both the face-to-face and online components.
Transforming blendsTransformation of the pedagogy. Major redesign of teaching and learning e.g. online PBL.
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Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:
n enhance learningnthat motivate learnersnpromote authentic learning interactions
nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).
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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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Principles of Learning Space Design
n Comfort: a space which creates a physical and mental sense of ease and well-being
n Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose
n Flow: the state of mind felt by the learner when totally involved in the learning experience
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Principles of Learning Space Designn Equity: consideration of the needs of cultural and
physical differences
n Blending: a mixture of technological and face-to-face pedagogical resources
n Affordances: the “action possibilities” the learning environment provides the users
n Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)
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Flexible learning
nFlexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-campus, off-campus), mode of study (print-based, face-to-face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching.
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Blended & Flexible LearningnBlended and flexible learning” is a design
approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3).
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Academic learning spacesnPhysical, blended or virtual ‘areas’ that:
nenhance academic ‘work’nthat motivate academic ‘work’nenable networkingnSpaces where academics optimize the
perceived and actual affordances of the space.
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Academic SpacesnBarnett (2011) suggests that academics may
be active in university spaces that may include:
nIntellectual and discursive space which focus on the contribution to the wider public sphere.
nEpistemological space which focuses on the “space available for academics to pursue their own research interests” (p. 76).
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Academic SpacesnPedagogical and curricular space focuses on the spaces available to trial new pedagogical approaches and new curricular initiatives.
nOntological space which focuses on ‘academic being’ which is becoming increasingly multi-faceted beyond the research, teaching and community commitments. In fact “the widening of universities’ ontological spaces may bring both peril and liberation” (p. 77).
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Outdoor Learning Spaces
These pathways, thoroughfares and occasional rest areas are generally given a functional value in traffic management and are more often than not developed as an after thought in campus design. As such the thoroughfares and rest areas are under valued (or not recognized) as important spaces for teaching and learning (Rafferty, 2012).
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Seamless Learning
Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).
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New MindsetsnPrivileging mobile learning and
teaching access
nEmbedding digital literacies into all aspects of learning, teaching and curriculum
nPrivileging diverse places of learning as opposed to a singular place of learning
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New MindsetsnAssisting teachers and students
to develop their own personalised learning strategy
nPrivileging user-generated content
nPrivileging learning-oriented assessment
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Linksn http://www.slideshare.net/mkeppell/csu-report-
jov3hrtd05082013
n http://learningleadershipstudy.wordpress.com
n http://www.slideshare.net/mkeppell/massey-report-hr24072013td27072013
n http://www.slideshare.net/mkeppell/final-report-10-good-practice-report
n http://www.slideshare.net/mkeppell/distributed-spaces-for-learning
n http://www.slideshare.net/mkeppell/2010-alt-jkeppell
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