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Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
Aspirational Standards for Academic Capabilities in Blended and Flexible Learning
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Aspirational Standards for Academic Capabilities in Blended and Flexible Learning

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  • 1. Aspirational Standards for Staff Capabilities in Blended and Flexible Learning <ul><li>Professor Mike Keppell </li></ul><ul><li>Charles Sturt University </li></ul><ul><li>Australia </li></ul><ul><li>EDULEARN11 - Barcelona </li></ul>
  • 2. Risk versus Aspiration <ul><li>The Blended and Flexible Learning Standards (BFL Standards) provide an institutional framework for RISK and ASPIRATION. </li></ul>
  • 3. 6BFL Standards <ul><li>Policy and practice </li></ul><ul><li>Continuous improvement </li></ul><ul><li>Good Practice Guidelines </li></ul><ul><li>Professional development </li></ul><ul><li>Learning outcome equivalency </li></ul><ul><li>Scholarship </li></ul>
  • 4. Professional Development for BFL <ul><li>Aspirational Framework for Academic Capabilities in BFL </li></ul><ul><li>Course/Degree Directors and Course/Degree Teams </li></ul><ul><li>Professional development for Educational Designers . </li></ul><ul><li>Probationary programs for new staff </li></ul>
  • 5. Flexible learning <ul><li>“ 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 . </li></ul>
  • 6. Blended & Flexible Learning <ul><li>“ Blended and flexible learning ” is a design approach that examines the relationships between flexible learning opportunities. </li></ul>
  • 7. Interactions ICTs Pedagogy Learning Spaces Multiliteracies
  • 8. Interactions <ul><li>Information access (degree and subject expectations) </li></ul><ul><li>Interactive learning (learner-to-content interactions) </li></ul><ul><li>Networked learning (learner-to-learner; learner-to-teacher interactions) </li></ul><ul><li>Student-generated content (learner-as-designers; assessment-as-learning interactions) </li></ul><ul><li>(Herrington & Oliver 2001). </li></ul>
  • 9. ICTs <ul><li>e.g. Moodle, Sakai, Blackboard </li></ul><ul><li>Information access tools (e.g. subject outline) </li></ul><ul><li>Interactive learning tools (e.g. simulation) </li></ul><ul><li>Networked learning tools (e.g. forums, chats) </li></ul><ul><li>Student-generated content tools (e.g. digital stories) </li></ul>
  • 10. Pedagogy <ul><li>Independent learning </li></ul><ul><li>Peer learning </li></ul><ul><li>Authentic interactions </li></ul><ul><li>Learning-oriented assessment (feedback-as-feedforward) </li></ul><ul><li>Learning outcomes </li></ul>
  • 11. Multi-literacies <ul><li>Information literacy </li></ul><ul><li>ICT literacy </li></ul><ul><li>e-facilitation strategies </li></ul><ul><li>e-moderation strategies </li></ul><ul><li>Focussed on teaching staff and students </li></ul>
  • 12. Physical Virtual Formal Informal Informal Formal Blended Mobile Personal Outdoor Professional Practice Learning Spaces
  • 13.
  • 14. Dimension Level 1 Level 2 Level 3 Interactions Pedagogy ICTs Learning Spaces Multi-literacies
  • 15. Learning Design <ul><li>Provides academic staff with a means to identify the characteristics of learning design that characterize BFL environments. </li></ul><ul><li>Framework is ‘ aspirational ’ - provides levels of quality learning and teaching practices in BFL towards which academics can aspire. </li></ul>
  • 16. Generative Implications <ul><li>Academic staff can self-assess their own teaching using a rubric. May lead to conversations with educational designers and professional development opportunities . </li></ul><ul><li>This self-assessment may also assist the academic when applying for promotion by providing evidence to promotion panels. </li></ul>

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