Focus on interactions, blended learning, good practice reports, change management and open education

1. !
Changing Mindsets, Changing Practice:
Adventures with Technology in
Learning and Teaching
!
Monash College
Student Centred Learning in Higher Education
Diplomas Developing Practice Conference
August, 5-6 2014 - State LibraryVictoria
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
Director, Digital Futures - CRN

2. Adventures
don’t always
go to plan…
2

3. Overview
!
n Role of Technology
n Personal perspective
n Dynamic landscape
n Five adventures we
need to make to
change practice
n Mindsets
3

4. Role of Technology
n Enable new types of
learning experiences
n Enrich existing learning
scenarios
n Intellectual expression and
creativity
n (Laurillard, Oliver, Wasson &
Hoppe, 2009, p.289)
4

5. Design
Educational
Technology
Innovation Solving real-
world problems
Authentic
learning
interactions
Transformation
Leadership
Personal Perspective

6. Dynamic Context

7. 2014 NMC Technology Outlook for
Australian Tertiary Education

9. Adventures with
Interactions

10. 25
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) (Keppell, 2014).
Interactions

11. Adventures with Blended
Learning

12. Formal
On-campus
Informal
On-campus
Formal/Informal
Off-campus
‘The Campus’
Personalised
Learning
Strategies
Blended
Learning

13. Flexible learning
n 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.
13

14. Blended & Flexible Learning
n 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).
14

15. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic
15

16. Virtual Learning
Spaces

17. S K G L e a r n i n g S p a c e
Design Principles
Q u e s t i o n s f o r
Personalised Learners
Comfort: a space which creates
a physical and mental sense of
ease and well-being.
Are the chairs, tables, and
furniture conducive to learning in
this space? You might want to test
them out before committing to
this learning space. How
comfortable do you think this
space will be for learning? Is the
space noisy or quiet?
Aesthetics: pleasure which
includes the recognition of
symmetry, harmony, simplicity
and fitness for purpose.
What features of the learning
space might assist your learning?
Flow: the state of mind felt by
the learner when totally involved
in the learning experience.
What features of this space
promote your learning
engagement? Do you feel you can
engage with your work in the
learning space? Are you looking
for a quiet or noisy space?

18. Equity: consideration of the
needs of cultural and physical
differences.
Do you think the learning space
is inclusive for you and any
team members with whom you
might be working?
Blending: a mixture of
technological and face-to-face
pedagogical resources.
Can you utilise your computer,
tablet or mobile device in the
learning space?
How easy is it for you to
connect to the network?
Affordances: the “action
possibilities” the learning
environment provides the
users.
What does this learning space
allow you to do that you cannot
do in another space?
What action possibilities are
you looking for in this learning
space?
Repurposing: the potential for
multiple usage of a space
(Souter, Riddle, Sellers &
Keppell, 2011).
Can you rearrange tables and
chairs to create your own
learning area?

19. Learning Designs
nEnabling blends
Address issues of access and
equity.
!
nEnhancing blends
Incremental changes to the
pedagogy.
!
nTransforming blends
Transformation of the
pedagogy.
19

21. Forms of Blended Learning
Activity-level blending
!
Subject/course-level
blending
!
Program/degree-level
blending
!
Institutional-level
blending
21

23. Adventures with Good
Practice Reports

24. 25
n 264 ALTC projects and 52 fellowships
n Commissioned 11 GPRs
Good Practice Reports

25. http://nataonthenet.blogspot.com.au/p/altc-good-practice-reports.html

26. 25
n A focus on learning design allows academics
to model and share good practice in learning
and teaching
Authentic learning provides a means of
engaging students through all aspects of
curricula, subjects, activities and assessment
Successful academic development focuses
on engaging academics over sustained periods
of time through action learning cycles and the
provision of leadership development
opportunities
TELT - Outcomes

27. 25
Engaging teaching approaches are key to
student learning
Technology-enhanced assessment provides a
flexible approach to provide feedback to students
Integrating technology-enhanced learning and
teaching strategies across curriculum, subjects,
activities and assessment results in major
benefits to the discipline
Knowledge and resource sharing are central to
a vibrant community of practice
TELT - Outcomes

28. 25
Academics require online teaching strategies
to effectively teach in technology-enhanced
higher education environments
Academics need a knowledge of multi-literacies
to teach effectively in contemporary technology-
enhanced higher education
Exemplar projects focused on multiple
outcomes across curricula integration,
sustainable initiatives, academic development
and community engagement.
TELT - Outcomes

29. Adventures with Change
Management

30. !
n http://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013
n http://learningleadershipstudy.wordpress.com

31. Distributive Leadership
nCharacteristics:
collaboration, shared
purpose, responsibility and
recognition of leadership
irrespective of role within an
organisation.
nCentral premise: good
leadership is foundational to
good learning and teaching
practice.
31

32. Principles
n Innovation (in BFL and DE)
needs to be aligned to
institution vision.
n Institution needs to manage
the tensions that can exist
between alignment (to
vision); and creativity and
innovation.
32

33. Principles
!
n Good practice in BFL and DE needs
to be manifested through
sustainable, consistent and
supported opportunities
n (Childs, Brown, Keppell, Nicholas,
Hunter and Hard, 2013).
33

34. Adventures with Open
Education

39. 25
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) (Keppell, 2014).
Teaching Mindsets

40. Institutional Mindsets
n Encouraging
teaching mindsets
n Embracing blended
learning throughout
all learning and
teaching
n Utilising distributive
leadership to create
strategic change
40

41. Institutional Mindsets
n Consider utilising
Good Practice
Reports as
resources
n Consider utilising
Open Education
and Open
Educational
Resources
41

43. 43

44. Teaching for Learning with
Digital Technology
Monash College Developing Practice Afternoon Conference
State Library Victoria
Wednesday August 6, 2014