Elearning summit feb_2012


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  • what the learner does in flexible learning rather than what the teacher does in face-to-face teaching.
  • Elearning summit feb_2012

    1. 1. Empowering Staff to Redesign Courses and Enhance Learning and Teaching in E-Learning Environments <ul><li>Professor Mike Keppell </li></ul><ul><li>Director, The Flexible Learning Institute </li></ul><ul><li>Charles Sturt University </li></ul>
    2. 2. Overview <ul><li>Context for distance learners </li></ul><ul><li>Designing through perspectives </li></ul><ul><li>Course symposiums </li></ul><ul><li>Teaching Fellowship Scheme </li></ul>
    3. 3. Context for Distance Learners <ul><li>Growing acceptance that learning occurs in different ‘places’ - on-campus/off-campus </li></ul><ul><li>Approaches emerging include ‘flexible’, ‘open’, ‘distance’ and ‘off-campus’ that assist the ubiquity of learning in a wide range of contexts (Lea & Nicholl, 2002). </li></ul><ul><li>Growing acceptance of life-long and life-wide learning. </li></ul>
    4. 4. Vision <ul><li>To inspire best practice in blended and flexible learning </li></ul>
    5. 5. Flexible Learning... <ul><li>...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>...is a design approach that examines the relationships between flexible learning opportunities (Keppell, 2010, p. 3). </li></ul>
    7. 7. Curricular Landscape of Distance Learners <ul><li>Contemporary curriculum needs to be designed to account for a variety of perspectives so that distance learners can engage as successful learners. </li></ul><ul><li>Designing curriculum through multiple perspectives ensures that the different circumstances of the distance learner are considered in a thoughtful and considered way. </li></ul>
    8. 8. Perspectives <ul><li>Multi-literacies </li></ul><ul><li>ICT </li></ul><ul><li>Interactions </li></ul>Learning spaces Pedagogy
    9. 9. Physical Virtual Formal Informal Informal Formal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic
    10. 10. Pedagogy & Multi-literacies <ul><li>Designing curricular from a pedagogical perspective directly influences the student experience. </li></ul><ul><li>Designing curricular from a multi-literacies perspective embeds teacher and student digital interactions into the curriculum. </li></ul>
    11. 11. Informal Virtual Learning Spaces Informal Formal Virtual Learning Spaces ICT
    12. 12. Interactions <ul><li>Information access (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>User-generated content (learners-as-designers, assessment-as-learning) (Herrington & Oliver, 2001). </li></ul>
    13. 13.
    14. 14. Inspiring Best Practice in Blended and Flexible Learning Process Principles Perspectives Strategy Development Aspirational Framework Resources Delicious links Slideshare Presentations Twitter News Inspiration Exploring Good Practice DVD BFL Blog Case Studies Support Course Symposiums FLI Fellowships
    15. 15.
    16. 16. <ul><li>Aim: To support Course teams in Multiple Ways using formal and informal Strategies </li></ul>
    17. 17. Teaching Fellowship Scheme <ul><ul><li>Funded by DVC (Academic) </li></ul></ul><ul><ul><li>Development of potential leaders through distributive leadership </li></ul></ul><ul><ul><li>Facilitate collaborative professional relationships . </li></ul></ul><ul><ul><li>Proactively redesign courses and subjects </li></ul></ul><ul><ul><li>Promote and facilitate CSU Interact as a pivotal teaching and learning hub. </li></ul></ul>
    18. 18. Teaching Fellowship Scheme <ul><ul><li>Participation of all twenty-four schools at the University </li></ul></ul><ul><ul><li>2008 – 6 fellows, 2009 – 5 fellows, 2010 – 5 fellows, 2011 – 6 fellows, 2012 – 3 fellows </li></ul></ul><ul><ul><li>The fellowship scheme provides a .5 release from regular teaching duties over a 12 month period. </li></ul></ul>
    19. 19. Transformative Learning <ul><ul><li>An enhanced understanding of pedagogy and of their own pedagogical approach. </li></ul></ul><ul><ul><li>An increased capacity and willingness to reflect upon their own practice </li></ul></ul><ul><ul><li>A willingness to think critically about received ideas and conventional approaches </li></ul></ul><ul><ul><li>Readiness to innovate to accept technological change and to build effective pedagogic connections between face-to-face and online teaching strategies </li></ul></ul>
    20. 20. Transformative Learning <ul><ul><li>Renewed confidence with regard to leading and adopting change and innovation among their peers and within their own schools. </li></ul></ul><ul><ul><li>Being empowered to negotiate perceived technological and institutional barriers to change. </li></ul></ul><ul><ul><li>Preparedness to maximise the time/space opportunity of the fellowship to actively engage in meaningful and relevant activities for their individual context. </li></ul></ul>
    21. 21. Transformative Learning <ul><ul><li>Keppell, M.J., O ’ Dwyer, C., Lyon, B., & Childs, M. (2010). Transforming distance education curricula through distributive leadership. ALT-J, 18:3 , 165-178. </li></ul></ul>
    22. 22. Disruptive Innovations <ul><ul><li>Interrupt our usual policies, practices, assumptions. </li></ul></ul><ul><ul><li>Disruptive innovations are technological innovations, products, services, processes, or concepts that disrupt the status quo (Meyer, 2012; Christensen, 2008). </li></ul></ul>
    23. 23. Course Symposium Grants <ul><li>The FLI introduced Course team Symposium Grants. </li></ul><ul><li>In support of this strategy the FLI Developed a set of principles for good practice in blended and flexible learning , </li></ul><ul><li>‘ 5 perspectives ’ framework to assist course teams. </li></ul>
    24. 24. Fostering of Scholarly Leaders <ul><li>FLI Teaching Fellows have been fostered and supported to become future learning leaders at CSU. </li></ul><ul><li>Many have assumed formal leadership roles at CSU. </li></ul>
    25. 25.
    26. 26. FLI Website: http://www.csu.edu.au/division/landt/flexible-learning/ FLI Blog: http:// blendedandflexiblelearning.blogspot.com / FLI Twitter: http:// twitter.com/#%21/FLINews FLI Delcious: http://www.delicious.com/flexiblelearninginstitute FLI Design: http://blendedandflexiblelearning.wikispaces.com/home FLI YouTube: http://www.youtube.com/user/FLIMedia Mike ’s Slideshare: http://www.slideshare.net/mkeppell Mike ’s Blog: http://mike- keppell.blogspot.com /