CO-DESIGNING THE
                MASTERS OF EDUCATION
                   TO OPTIMISE THE
                 STUDENT EXPERIEN...
OVERVIEW


              Blended and flexible learning
              Good practice guidelines
              Place & mode
 ...
FLEXIBLE LEARNING

              Flexible learning provides opportunities to improve
              the student learning ex...
BLENDED AND
         FLEXIBLE LEARNING

              “Blended and flexible learning” is a design
              approach t...
What sort of opportunities should we
                            provide?




                              5

Monday, 20 ...
PLACE AND MODE OF
         STUDY


              Place (physical, virtual, on-campus, off-campus)

              Mode of s...
INTEGRATION LEVELS

                                            Course



                            Subject             ...
8

Monday, 20 September 2010       8
Learning-oriented assessment




                                      Student
      Assessment tasks            involveme...
ONE OF THE GREATEST
                CHALLENGES IN HIGHER
               EDUCATION IS TO DESIGN
               SUMMATIVE AS...
FORWARD-LOOKING
         FEEDBACK
                 Students need to receive appropriate feedback which they
              ...
PROFESSIONAL
         PORTFOLIO

              Why a separate subject?

              eportfolio throughout course

      ...
DESIGN PRINCIPLES

              Design of exemplar - compulsory subject

              Narrow or wide diversity of modes?...
Cooperation




                                14

Monday, 20 September 2010                 14
Balance




                            15

Monday, 20 September 2010        15
Reaction to
          course




                            16

Monday, 20 September 2010        16
17

Monday, 20 September 2010        17
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Design principles for Masters of Education

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Blue sky thinking related to design principles in relation to a Masters of Education.

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Design principles for Masters of Education

  1. 1. CO-DESIGNING THE MASTERS OF EDUCATION TO OPTIMISE THE STUDENT EXPERIENCE Professor Mike Keppell Director, The Flexible Learning Institute 1 Monday, 20 September 2010 1
  2. 2. OVERVIEW Blended and flexible learning Good practice guidelines Place & mode Interactions Learning-oriented assessment E-portfolio 2 Monday, 20 September 2010 2
  3. 3. FLEXIBLE LEARNING Flexible learning provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-campus, off- campus), mode of study (print-based, face-to-face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching. 3 Monday, 20 September 2010 3
  4. 4. BLENDED AND FLEXIBLE LEARNING “Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study. 4 Monday, 20 September 2010 4
  5. 5. What sort of opportunities should we provide? 5 Monday, 20 September 2010 5
  6. 6. PLACE AND MODE OF STUDY Place (physical, virtual, on-campus, off-campus) Mode of study (print-based, face-to-face, blended, online) 6 Monday, 20 September 2010 6
  7. 7. INTEGRATION LEVELS Course Subject Activity Professional Assessment Practice 7 Monday, 20 September 2010 7
  8. 8. 8 Monday, 20 September 2010 8
  9. 9. Learning-oriented assessment Student Assessment tasks involvement in Forward-looking as learning tasks assessment feedback processes 9 Monday, 20 September 2010 9
  10. 10. ONE OF THE GREATEST CHALLENGES IN HIGHER EDUCATION IS TO DESIGN SUMMATIVE ASSESSMENT THAT PERFORMS A FORMATIVE FUNCTION (CARLESS, JOUGHIN, LIU, 2006, P.8) 10 Monday, 20 September 2010 10
  11. 11. FORWARD-LOOKING FEEDBACK Students need to receive appropriate feedback which they can use to ‘feed forward’ into future work. Feedback should be less final and judgemental (Boud, 1995) Feedback should be more interactive and forward- looking (Carless, 2002) Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004) 11 Monday, 20 September 2010 11
  12. 12. PROFESSIONAL PORTFOLIO Why a separate subject? eportfolio throughout course Capstone experience? Suitable for all strands 12 Monday, 20 September 2010 12
  13. 13. DESIGN PRINCIPLES Design of exemplar - compulsory subject Narrow or wide diversity of modes? Strategic choreographing of interactions throughout course Emphasis on interactive, networked, student-generated content Learning-oriented assessment eportfolio for capstone experience 13 Monday, 20 September 2010 13
  14. 14. Cooperation 14 Monday, 20 September 2010 14
  15. 15. Balance 15 Monday, 20 September 2010 15
  16. 16. Reaction to course 16 Monday, 20 September 2010 16
  17. 17. 17 Monday, 20 September 2010 17

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