Learning Transformations: Blended Learning

Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 2
Overview
About Swinburne
Learning transformations
Learning spaces
Seamless learning
Personalised learning
Authentic assessment
Blended learning
Swinburne Online
Open education

Swinburne
About Swinburne
Faculty of Business & Law
Faculty of Health, Arts &
Design
Faculty of Science,
Engineering & Technology
Pathways and Vocational
Education
Retention and success

Swinburne
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
portfolios
mobile
OERs
scholarship
GCLT

Swinburne
Learning
Spaces

Swinburne
Defining Learning Spaces
Physical, blended or virtual
learning environments that
enhance learning
Physical, blended or virtual
‘areas’ that motivate a
learner to learn

Swinburne
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).

Swinburne
Seamless
Learning

Swinburne
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
10

Swinburne
Personalised
Learning

Swinburne
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)

Swinburne
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

Swinburne
Personalised Learning Toolkit
Digital literacies
Seamless learning
Self-regulated learning
Learning-oriented
assessment
Lifelong and life-wide
learning
Flexible learning pathways
(Keppell in-press)

Swinburne
Authentic
Assessment

Swinburne
Learning-oriented Assessment
Assessment tasks
as learning tasks
Student
involvement in
assessment
processes
Forward-looking
feedback

Swinburne
Assessment Tasks as Learning Tasks
Assessment tasks
determine student effort
Tasks should require
distribution of student time
and effort (Gibbs &
Simpson, 2004)

Swinburne
Student Involvement in Assessment
Students begin to learn
about assessment
Students begin to
determine the quality of
their own work

Swinburne
Feedback as Feedforward
Feedback should be timely
and with a potential to be
acted upon (Gibbs &
Simpson, 2004)

Swinburne
Blended
Learning

Swinburne
Blended Learning
nThe blurring of face-to-face
learning and teaching and online
learning is a significant shift for
both learners and teachers.
nThe 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

Swinburne
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.

Swinburne
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).

Swinburne
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).

Swinburne
Forms of Blended Learning
Activity-level blending
Unit/Subject/Course-level
blending
Course/Program/Degree-
level blending
Institutional-level blending
(Graham, 2006).

Swinburne
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).

Swinburne
Online Learning
Open
Universities
Australia
Swinburne
Online

Swinburne
Open
Learning
Open
Educational
Resources

Swinburne
OERu

Swinburne
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).

Swinburne

Swinburne
Partners, Sponsors, Donors

Swinburne
Learning Design
for
Blended Learning
Online Learning
Spaces
Seamless
Learning
Personalised
Learning
Authentic
Assessment
Open Educational
Resources
Mobile
Learner and
Teacher
Authentic
Learning

Swinburne
References
Carless, 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.

Swinburne
References
Keppell, 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

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