+ All Categories
Transcript
Page 1: Disrupting Higher Education

CRICOS 00111D TOID 3059

THE DISRUPTION OF HIGHER EDUCATION

Professor Mike KeppellPro Vice-Chancellor, Learning Transformations

Learning Innovation WeekCampus Development

October 2016

Page 2: Disrupting Higher Education

Disruption versus innovation

Disruptors displace an existing market (Christensen)

Pedagogy

Technology

Customer service Learning pathways

Personalised

Schools exist to maximise human potential (Christensen)

Assessment

Page 3: Disrupting Higher Education

Preparing Students to Solve the Problems of

the Future

Page 4: Disrupting Higher Education

Overview

• Defining learning spaces• Trends and challenges • Ecosystem• Blended learning • Guiding pedagogies• Designing spaces• Professional development• Personalised learning

Page 5: Disrupting Higher Education

Defining Learning Spaces

Page 6: Disrupting Higher Education

Defining Learning Spaces

• Physical, blended or virtual learning environments that enhance learning

• Physical, blended or virtual ‘areas’ that motivate a learner to learn

Page 7: Disrupting Higher Education

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).

Page 8: Disrupting Higher Education

Trends and Challenges

Page 9: Disrupting Higher Education

Trends

Page 10: Disrupting Higher Education

Challenges

Page 11: Disrupting Higher Education

Swinburne Ecosystem

Page 12: Disrupting Higher Education

Ecosystem

Pathways and Vocational Education

Higher Education

Work Integrated Learning

Page 13: Disrupting Higher Education

Blended Learning

Page 14: Disrupting Higher Education

Formal on-campus

teachingspaces

Informalon-campus

learning spaces

Online learning and teaching

spacesBlended Learning

On-Campus Learning and Teaching at Swinburne

Page 15: Disrupting Higher Education

Guiding Pedagogies

Page 16: Disrupting Higher Education

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)

Page 17: Disrupting Higher Education

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).

Page 18: Disrupting Higher Education

Personalised Learning

• 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)

Page 19: Disrupting Higher Education

Peer Learning

• 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).

Page 20: Disrupting Higher Education

Designing Spaces

Page 21: Disrupting Higher Education

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

Page 22: Disrupting Higher Education

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)

Page 23: Disrupting Higher Education
Page 24: Disrupting Higher Education
Page 25: Disrupting Higher Education
Page 26: Disrupting Higher Education
Page 27: Disrupting Higher Education
Page 28: Disrupting Higher Education
Page 29: Disrupting Higher Education
Page 30: Disrupting Higher Education
Page 31: Disrupting Higher Education
Page 32: Disrupting Higher Education

Professional Development

Page 33: Disrupting Higher Education
Page 34: Disrupting Higher Education
Page 35: Disrupting Higher Education

Empowering our Learners

Page 36: Disrupting Higher Education

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

Page 37: Disrupting Higher Education

Personalised Learning Toolkit

• Digital literacies• Seamless learning• Self-regulated learning• Learning-oriented

assessment• Lifelong and life-wide

learning• Flexible learning pathways

Page 38: Disrupting Higher Education

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’

Page 39: Disrupting Higher Education

Digital Design Spaces

Page 40: Disrupting Higher Education

Seamless Learning

• Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).

Page 41: Disrupting Higher Education

Levels of Seamless Learning

• On-campus• comfortable with formal and

informal spaces• Virtual campus

• comfortable with blended, online, social media

• Anywhere• trains, cafes, teleworking

Page 42: Disrupting Higher Education

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

OutdoorProfessional

Practice

Distributed Learning Spaces

Academic

Page 43: Disrupting Higher Education

Virtual Learning Spaces

Page 44: Disrupting Higher Education

Disruptors Displace an Existing Market

Page 45: Disrupting Higher Education
Page 46: Disrupting Higher Education
Page 47: Disrupting Higher Education

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)

Page 48: Disrupting Higher Education
Page 49: Disrupting Higher Education

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 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.

References

Page 50: Disrupting Higher Education

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.

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

References


Top Related