Changing mindsets, changing practice

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Focus on interactions, blended learning, good practice reports, change management and open education

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Changing mindsets, changing practice

  1. 1. ! Changing Mindsets, Changing Practice: Adventures with Technology in Learning and Teaching ! Monash College Student Centred Learning in Higher Education Diplomas Developing Practice Conference August, 5-6 2014 - State LibraryVictoria Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN
  2. 2. Adventures don’t always go to plan… 2
  3. 3. Overview ! n Role of Technology n Personal perspective n Dynamic landscape n Five adventures we need to make to change practice n Mindsets 3
  4. 4. Role of Technology n Enable new types of learning experiences n Enrich existing learning scenarios n Intellectual expression and creativity n (Laurillard, Oliver, Wasson & Hoppe, 2009, p.289) 4
  5. 5. Design Educational Technology Innovation Solving real- world problems Authentic learning interactions Transformation Leadership Personal Perspective
  6. 6. Dynamic Context
  7. 7. 2014 NMC Technology Outlook for Australian Tertiary Education
  8. 8. Adventures with Interactions
  9. 9. 25 Interactive learning (learner-to-content) Networked learning (learner-to-learner; learner-to-teacher) Student-generated content (learner-as- designers). Connected students (knowledge is in the network) Learning-oriented assessment (assessment-as-learning) (Keppell, 2014). Interactions
  10. 10. Adventures with Blended Learning
  11. 11. Formal On-campus Informal On-campus Formal/Informal Off-campus ‘The Campus’ Personalised Learning Strategies Blended Learning
  12. 12. Flexible learning n 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. 13
  13. 13. Blended & Flexible Learning n Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement. (Keppell, 2010, p. 3). 14
  14. 14. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 15
  15. 15. Virtual Learning Spaces
  16. 16. S K G L e a r n i n g S p a c e Design Principles Q u e s t i o n s f o r Personalised Learners Comfort: a space which creates a physical and mental sense of ease and well-being. Are the chairs, tables, and furniture conducive to learning in this space? You might want to test them out before committing to this learning space. How comfortable do you think this space will be for learning? Is the space noisy or quiet? Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose. What features of the learning space might assist your learning? Flow: the state of mind felt by the learner when totally involved in the learning experience. What features of this space promote your learning engagement? Do you feel you can engage with your work in the learning space? Are you looking for a quiet or noisy space?
  17. 17. Equity: consideration of the needs of cultural and physical differences. Do you think the learning space is inclusive for you and any team members with whom you might be working? Blending: a mixture of technological and face-to-face pedagogical resources. Can you utilise your computer, tablet or mobile device in the learning space? How easy is it for you to connect to the network? Affordances: the “action possibilities” the learning environment provides the users. What does this learning space allow you to do that you cannot do in another space? What action possibilities are you looking for in this learning space? Repurposing: the potential for multiple usage of a space (Souter, Riddle, Sellers & Keppell, 2011). Can you rearrange tables and chairs to create your own learning area?
  18. 18. Learning Designs nEnabling blends Address issues of access and equity. ! nEnhancing blends Incremental changes to the pedagogy. ! nTransforming blends Transformation of the pedagogy. 19
  19. 19. Forms of Blended Learning Activity-level blending ! Subject/course-level blending ! Program/degree-level blending ! Institutional-level blending 21
  20. 20. Adventures with Good Practice Reports
  21. 21. 25 n 264 ALTC projects and 52 fellowships n Commissioned 11 GPRs Good Practice Reports
  22. 22. http://nataonthenet.blogspot.com.au/p/altc-good-practice-reports.html
  23. 23. 25 n A focus on learning design allows academics to model and share good practice in learning and teaching Authentic learning provides a means of engaging students through all aspects of curricula, subjects, activities and assessment Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities TELT - Outcomes
  24. 24. 25 Engaging teaching approaches are key to student learning Technology-enhanced assessment provides a flexible approach to provide feedback to students Integrating technology-enhanced learning and teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline Knowledge and resource sharing are central to a vibrant community of practice TELT - Outcomes
  25. 25. 25 Academics require online teaching strategies to effectively teach in technology-enhanced higher education environments Academics need a knowledge of multi-literacies to teach effectively in contemporary technology- enhanced higher education Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development and community engagement. TELT - Outcomes
  26. 26. Adventures with Change Management
  27. 27. ! n http://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013 n http://learningleadershipstudy.wordpress.com
  28. 28. Distributive Leadership nCharacteristics: collaboration, shared purpose, responsibility and recognition of leadership irrespective of role within an organisation. nCentral premise: good leadership is foundational to good learning and teaching practice. 31
  29. 29. Principles n Innovation (in BFL and DE) needs to be aligned to institution vision. n Institution needs to manage the tensions that can exist between alignment (to vision); and creativity and innovation. 32
  30. 30. Principles ! n Good practice in BFL and DE needs to be manifested through sustainable, consistent and supported opportunities n (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013). 33
  31. 31. Adventures with Open Education
  32. 32. 25 Interactive learning (learner-to-content) Networked learning (learner-to-learner; learner-to-teacher) Student-generated content (learner-as- designers). Connected students (knowledge is in the network) Learning-oriented assessment (assessment-as-learning) (Keppell, 2014). Teaching Mindsets
  33. 33. Institutional Mindsets n Encouraging teaching mindsets n Embracing blended learning throughout all learning and teaching n Utilising distributive leadership to create strategic change 40
  34. 34. Institutional Mindsets n Consider utilising Good Practice Reports as resources n Consider utilising Open Education and Open Educational Resources 41
  35. 35. 43
  36. 36. Teaching for Learning with Digital Technology Monash College Developing Practice Afternoon Conference State Library Victoria Wednesday August 6, 2014

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