Designing Learning Opportunities Through Online and Blended

Learning Professor Mike Keppell

Pro Vice-Chancellor, Learning Transformations

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Overview •  What is the context? •  Expectations •  Deconstructing blended

learning •  Places and spaces of

blended learning •  Design opportunities •  Change management •  Changing mindsets

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What is the Context?

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2015 Technology Outlook

Expectations

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Deconstructing Blended Learning

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• The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities.

• This 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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Blended 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.

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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).

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Blended and Flexible Learning

Places and Spaces of Blended learning

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Formal On-campus

InformalOn-campus

InformalOff-campusBlended

Learning

Face-to-Face Campus

Formal On-campus

InformalOn-campus

Formal/InformalOff-campus

Blended Learning

Face-to-Face Campus

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

Informal

Virtual Learning Spaces

Design Opportunities

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• 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/Subject-level blending

Course-level/degree-level blending

Institutional-level blending

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Forms of Blending

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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) (Keppell, 2014).

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Interactions

Change Management

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•  http://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013

•  http://learningleadershipstudy.wordpress.com

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Distributive Leadership • Characteristics: collaboration, shared purpose, responsibility and recognition of leadership irrespective of role within an organisation.

•  Central premise: good leadership is foundational to good learning and teaching practice.

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Open Educational Resources

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Changing Mindsets

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Design thinking by its nature is strategic and future focussed.

It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers.

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Teacher Mindsets   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).

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Learner Mindsets   Digital literacies (competencies, fluency, design)

  Seamless learning (formal, informal, F2F, blended, online, mobile)

  Self-regulated learning (scaffolded, strategic, autonomous)

  Learning-oriented assessment (authentic, negotiated, self-assessment)

  Life-long learning (short-term, figure-focussed, being a learner)

  Learning pathways (prescribed, electives, open) (Keppell, 2015 in-press)

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Institutional Mindsets • Encouraging teacher and learner mindsets

• Focussing on blending at the degree level

• Embracing blended learning throughout all learning and teaching and assessment

• Utilising distributive leadership to create strategic change

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References

Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. DOI 10.1007/s10734-014-9816-z. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf. 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.

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References

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.

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.

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References

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

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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