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Online and Blended Learning: Visions, Challenges & Opportunities
 

Online and Blended Learning: Visions, Challenges & Opportunities

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Presentation delivered at the Griffith International Summit, Intercontinental Hotel, Sanctuary Cove, Gold Coast, 16 July 2013. (An earlier version was presented at the Griffith Business School Program ...

Presentation delivered at the Griffith International Summit, Intercontinental Hotel, Sanctuary Cove, Gold Coast, 16 July 2013. (An earlier version was presented at the Griffith Business School Program Leadership Retreat: 'Tricks of the Trade: Managing Online and F2F Course Delivery', 10 July 2013.)

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Online and Blended Learning: Visions, Challenges & Opportunities Online and Blended Learning: Visions, Challenges & Opportunities Presentation Transcript

  • Professor Jeremy B Williams The Asia Pacific Management Centre Griffith University Griffith International Summit Sanctuary Cove 16 July 2013
  • @jeremybwilliams slideshare.net/jembwilliams #GISummit @jeremybwilliams
  • A RETROSPECTIVE :
  • “The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor … When outstanding becomes so easily available, average is over.” Thomas L. Friedman
  • Alan Tudge, Federal Member for Aston and Chairman of the Coalition‟s Online Higher Education Working Group
  • ✔ ✔
  • “Things take longer to happen than you think they will, and then they happen faster than you think they could” Lawrence Summers
  • participatory flexible authentic Multi-modal in format: catering to different learning styles and different life styles Learner centric: student as consumer and producer of knowledge Assessment of learning grounded in reality: outcome driven learning; learning that lasts beyond the test
  •  Blended delivery offshore/ onshore  reducing cost for prospective students  Innovative collaborations with overseas institutions; e.g. Pakistan  The One Curriculum-Multiple Pedagogies model avoided problems with ESOS regulations because an international student does not enrol in „distance and/or online learning‟ mode
  • Mainstream the
  •  Under pressure from the NTEU because of potential job losses, Griffith University management agreed to a new work load formula  F2F on campus class time was reduced to 12 hours per semester in all courses where curriculum was digitised and a „flipped classroom‟ was implemented  Admin systems were streamlined  „Teaching preparation‟ was redefined to include „content curation‟  Academics time freed up for research and publication
  • Librarian Blended Learning Advisor Curriculum Consultant Research Assistant Junior Faculty Adjunct Faculty Junior Faculty Educational Designer Senior Faculty
  • Instrinsic motivation Source: http://www.slideshare.net/dajbelshaw/telic-the-essential-elements-of-digital-literacies
  • Griffith MBA App Search iTunes Store for: “Griffith MBA” @greenstratdoc
  • 21st century literacies …  Develop proficiency and fluency with the tools of technology  Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought  Design and share information for global communities to meet a variety of purposes  Manage, analyse, and synthesize multiple streams of simultaneous information  Create, critique, analyze, and evaluate multimedia texts  Attend to the ethical responsibilities required by these complex environments. http://edudemic.com/2013/04/important-21st-century-skills/
  • authenticlearning.wordpress.com @jeremybwilliams au.linkedin.com/in/jembwilliams slideshare.net/jembwilliams