Aspirational Standards for Academic Capabilities in Blended and Flexible Learning

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Aspirational Standards for Academic Capabilities in Blended and Flexible Learning

  1. 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. 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. 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. 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. 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. 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. 7. Interactions ICTs Pedagogy Learning Spaces Multiliteracies
  8. 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. 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. 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. 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. 12. Physical Virtual Formal Informal Informal Formal Blended Mobile Personal Outdoor Professional Practice Learning Spaces
  13. 13.
  14. 14. Dimension Level 1 Level 2 Level 3 Interactions Pedagogy ICTs Learning Spaces Multi-literacies
  15. 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. 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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