CRICOS 00111D TOID 3059
THE DISRUPTION OF HIGHER EDUCATION
Professor Mike KeppellPro Vice-Chancellor, Learning Transformations
Learning Innovation WeekCampus Development
Disruption versus innovation
Disruptors displace an existing market (Christensen)
Customer service Learning pathways
Schools exist to maximise human potential (Christensen)
Preparing Students to Solve the Problems of
Defining learning spaces Trends and challenges Ecosystem Blended learning Guiding pedagogies Designing spaces Professional development Personalised learning
Defining Learning Spaces
Defining Learning Spaces
Physical, blended or virtual learning environments that enhance learning
Physical, blended or virtual areas that motivate a learner to learn
Defining Learning Spaces
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).
Trends and Challenges
Pathways and Vocational Education
Work Integrated Learning
Online learning and teaching
On-Campus Learning and Teaching at Swinburne
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)
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).
Learning pathways ePortfolios
The knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
S tu d e n t s t e a c h i n g a n d learning from each other.
Sharing ideas, knowledge and experiences
Emphasises interdependent as opposed to independent learning (Boud, 2001).
Principles of Learning Space Design
Comfort: a space which creates a physical and mental sense of ease and well-being
Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose
Flow: the state of mind felt by the learner when totally involved in the learning experience
Principles of Learning Space Design Equity: consideration of the needs
of cultural and physical differences
B l e n d i n g : a m i x t u r e o f technological and face-to-face pedagogical resources
A f f o r d a n c e s : t h e a c t i o n p o s s i b i l i t i e s t h e l e a r n i n g environment provides the users
Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)
Empowering our Learners
Knowledge Skills and Attitudes
Knowledge is now co-created
Skills form a basis for learning
A t t i t udes influence beliefs and behaviours
Personalised Learning Toolkit
Digital literacies Seamless learning Self-regulated learning Learning-oriented
assessment Lifelong and life-wide
learning Flexible learning pathways
Levels of 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
Digital Design Spaces
Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
Levels of Seamless Learning
On-campus comfortable with formal and
informal spaces Virtual campus
comfortable with blended, online, social media
Anywhere trains, cafes, teleworking
Formal Informal InformalFormal
Distributed Learning Spaces
Virtual Learning Spaces
Disruptors Displace an Existing Market
the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
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.
Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates life: Changing a universitys 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.
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.
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.
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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
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