Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on: • How learning and teaching has changed in a connected world o Diversity of students o Wide range of learning spaces o Greater need to connect with students o Technology moving to a central role • Innovative teaching in a connected world o Blended learning o Authentic assessment o Personalised learning o Open education • The knowledge, skills and attitudes teachers need to thrive in a connected world o Digital fluency o Technology affordances o Seamless teaching o Scholarship o Learning analytics o Feedback as feed-forward • The knowledge, skills and attitudes learners need to thrive in a connected world o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous. References: 1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/ 2. 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. 3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728 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.

1. Innovative Pedagogies in a
Connected World: Strategies
for Teaching in a Digital Age
Mike Keppell
Third Distance Higher Education
World Congress
Bogata, Colombia May 17-19th
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2. Preparing Students to Solve
the Problems of the Future
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3. Setting the Stage
• Challenges we face in aligning
our educational approaches so
that students can solve
problems ‘worthy of attention’
• Need to transcend traditional
tendencies present in curricula
• Solving global problems from a
‘glocal’ perspective
• Generating scenarios that lead
to development strategies and
outcomes
3

5. Overview
• How learning and teaching has
changed in a connected world
• Innovative teaching in a
connected world
• Knowledge, skills and attitudes
teachers need to thrive in a
connected world
• Knowledge, skills and attitudes
learners need to thrive in a
connected world
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6. How learning and
teaching has changed
in a connected
world
• Active learning
• Learning spaces
• Central role of
technology
6

7. Active Learning
• Active learning places the student
at the centre of the learning
process
• Engages the learner through
authentic learning, solving
problems, working on relevant
projects and contributing to
their professional portfolio.
• Challenging and motivating
projects focus on meaningful
tasks, real-world issues,
generative tasks, collaborative
activities and teachers as
facilitators.
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8. Active Learning
• Solving problems creates life-long
learners who graduate possessing
the ability to proactively shape
their environment
• The personalised learner
collects evidence, reflects on
their learning, and achieves learning
outcomes that are integrated into
their professional portfolio.
• Active learners are
designers who create media-rich
assessments that exemplifies their
21st
century skills embodying their
creativity, design thinking and
responsibility for their own learning.
8

9. Learning Spaces
• Physical, blended or virtual
learning environments that
enhance learning
• Physical, blended or virtual
‘areas’ that motivate a learner
to learn
• Spaces where both teachers
and learners optimise the
perceived and actual
affordances of the space
• Spaces that promote
authentic learning
interactions (Keppell &
Riddle, 2012, 2013).
9

12. Central Role of Technology

13. Innovative teaching
in a connected
world
• Blended learning
• Authentic assessment
• Professional
development
13

14. Blended Learning
• Institutional blending: formal
teaching spaces, informal learning
spaces, virtual learning and teaching
spaces
• Blended teaching: being aware
of the affordances of spaces and
technologies to optimise learning
• At the Course or Unit level
blended learning focuses on
designing learning
interactions (interactive
learning, networked learning,
learner-generated content,
authentic assessment) across
face-to-face and online learning
spaces.
14

15. Formal
on-campus
teaching
spaces
Informal
on-campus
learning spaces
Online learning
and teaching
spacesBlended
Learning
On-campus Learning and Teaching

16. Ecosystem
Pathways and
Vocational
Education
Higher Education
Work Integrated
Learning

17. 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)
17

18. 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).
18

20. Professional Development

21. Knowledge, skills and
attitudes teachers
need to thrive in a
connected world
• Digital fluency
• Seamless teaching
• Scholarship
• Learning analytics
21

22. Digital Fluency
• Teachers will need to focus on
the affordances of spaces
and learning technologies
to be digitally fluent in a
connected world.
22

23. Seamless Teaching
• Continuity of learning across a
combination of locations, times,
technologies or social settings
(Sharples, et al, 2012, 2013).
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24. Scholarship
• Being informed by the literature
• Experimenting and collecting
evidence
• Making your experimentation
public
24

25. Learning Analytics
• To benefit retention by
enabling the identification of
disengaged and at risk students
• To identify the characteristics of
successful students
• To support the continuous
improvement of teaching
25

26. Knowledge, skills and
attitudes students
need to thrive in a
connected world
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented
assessment
• Lifelong learning
• Flexible learning pathways
26

27. Personalised
Learning
• The knowledge, skills and
attitudes that enable learning
and act as a catalyst to empower
the learner to continue to learn
(Keppell, 2015)
• Learning pathways
• Professional portfolios
(ePortfolios)
27

28. 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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29. Digital Literacies
• Digital Competency
• knowing how to use digital
tools
• Digital Fluency
• applying digital knowledge
and skills
• Digital Design
• user-generated content
• ‘learner-as-designer’
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30. Seamless Learning
• On-campus
• comfortable with formal and
informal spaces
• Virtual campus
• comfortable with blended,
online, social media
• Anywhere
• trains, cafes, teleworking
30

31. Self-regulated
Learning
• Scaffolded learners
• teachers scaffold learning
• Strategic learners
• learners begin to manage
their own learning
• Autonomous learners
• learners become habitual
learners
31

32. 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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33. Learning-oriented Assessment
Assessment tasks
as learning tasks
Student involvement in
assessment processes
Forward-looking
feedback

34. Lifelong Learning
• Encompasses both formal
and informal learning,
self-motivated learning.
(Watson, 2003).
• Life-wide learning “contains
many parallel and
interconnected
journeys and
experiences...” (Jackson,
2010, p. 492).
34

35. Lifelong Learning
• Short-term
• learners are focussed on
current courses
• Future-focussed
• relates courses to future job
• Being a learner
• learning becomes a
customary practice
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36. Flexible learning
Pathways
• Prescribed
• fixed learning pathway
• Flexible
• learner has some choice
through electives
• Open education
• learner constructs learning
pathway to meet their needs
36

37. Preparing Students to Solve
the Problems of the Future
37

38. 38
Institutional Priorities Teacher Priorities Learner Priorities
Focus on Problems
and projects
Digital fluency Digital literacies
Wider range of
learning spaces
Technology
affordances
Seamless learning
Technology
infrastructure
Scholarship Self-regulated learning
Student experience Learning analytics
Learning-oriented
assessment
Modes (blended and
online)
Authentic assessment
Lifelong and life wide
learning
Fewer exams
Flexible learning
pathways