If Blended Learning is the Answer: What is the Question?
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If Blended Learning is the Answer: What is the Question?

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  • 1. If Blended Learning is the Answer: What is the Question? University of Sunshine Coast - Masterclass Workshop 26th August 2013 Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN 1Monday, 26 August 13
  • 2. Overview n Introductions n Trends n Influence n Literacies n Roles n Design n Spaces 2 2Monday, 26 August 13
  • 3. Introductions 3Monday, 26 August 13
  • 4. Name Major goal for today? One word to describe blended learning? 4Monday, 26 August 13
  • 5. Design Educational Technology Innovation Solving real- world problems Authentic learning interactions Transformation Leadership Personal Perspective 5Monday, 26 August 13
  • 6. ADFI Major Projects n Digital Futures - Collaborative Research Network (DF- CRN) (USQ, ANU, UniSA) - 89 researchers. n Regional Universities Network (RUN) Maths and Science Digital Classroom: A Connected Model for all of Australia (USQ, CQU, USC, UB, UNE, SCU). n Aged Care Community, Education, Research & training (ACCERT) (Anglicare) n Network of Australasian Tertiary Associations (NATA) (ascilite, ACODE, CADAD, HERDSA, ODLAA, Netspot, AARnet) n Making the Connection: Improving access to Higher Education for Low SES Students with ICT Limitations project (HEPPP) 6 6Monday, 26 August 13
  • 7. Digital Futures Agriculture & Environment Resilient Regions Digital Rural Futures 2013 ACCERT NATA Digital Futures-CRN Digital Rural Futures 2014 Focussed Research 7Monday, 26 August 13
  • 8. Trends 8Monday, 26 August 13
  • 9. Beyond Current Horizons n Networking and connections - distributed cognition n Increasing personalisation and customisation of experience n New forms of literacy n Openness of ownership of knowledge (Jewitt, 2009). 9 9Monday, 26 August 13
  • 10. Horizon Report 10 10Monday, 26 August 13
  • 11. Trends ‣ People expect to be able to work, learn, and study whenever and wherever they want. ‣ The abundance of resources and relationships will challenge our educational identity. ‣ Students want to use their own technology for learning. ‣ Personalisation - learning, teaching, place of learning and technologies 11 11Monday, 26 August 13
  • 12. Leadership 12Monday, 26 August 13
  • 13. Distributive Leadership n Characteristics: collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. n Central premise: good leadership is foundational to good learning and teaching practice. 13 13Monday, 26 August 13
  • 14. Distributive Leadership n Identified characteristics of distributive leadership include the building of trust, the creation of a learning culture and the sharing and dissemination of information (Brown & Littrich 2008). n 14 14Monday, 26 August 13
  • 15. Managing institutional change through distributive leadership approaches: Engaging academics and teaching support staff in blended and flexible learning M. Childs, M Brown, M. Keppell, Z Nicholas, C. Hunter and N. Hard n http://www.slideshare.net/mkeppell/csu- report-jov3hrtd05082013 n http://learningleadershipstudy.wordpress.com 15Monday, 26 August 13
  • 16. Principles n Innovation (in BFL and DE) needs to be aligned to institution vision, and the institution needs to manage the tensions that can exist between alignment (to vision); and creativity and innovation. n Good practice in BFL and DE needs to be manifested through sustainable, consistent and supported opportunities (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013). 16 16Monday, 26 August 13
  • 17. Principles n Regardless of the strategy or activity, commitment to approaches that enable academics to take time, collaborate, share, network and connect are the key to innovation in BFL and DE. (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013). n Keppell, M.J., O’Dwyer, C., Lyon, B., & Childs, M. (2010). Transforming distance education curricula through distributive leadership. ALT-J, 18:3, 165 - 178. n http://www.slideshare.net/mkeppell/2010-alt- jkeppell 17 17Monday, 26 August 13
  • 18. What is your ‘shared purpose’ for blended learning at USC? 18Monday, 26 August 13
  • 19. Digital Literacies 19Monday, 26 August 13
  • 20. Literacies n Literacy is no longer “the ability to read and write” but now “the ability to understand information however presented.” n Can't assume students have skills to interact in a digital age n Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 20 20Monday, 26 August 13
  • 21. Developing Literacies n Employable graduates need to be digitally literate n Digital literacies are often related to discipline area n Learners need to be supported by staff to develop academic digital literacies n Professional development is vital in developing digital literacies n Professional associations are supporting their members to improve digital literacies n Engaging students supports digital literacy development i.e. students as change agents (JISC, 2012) 21 21Monday, 26 August 13
  • 22. ADFI - Vision ‣ Digital literacies that transform the knowledge & skills of society 22 22Monday, 26 August 13
  • 23. ADFI - Mission ‣ To innovate, research & collaborate to explore and influence digital literacies that impact societal change. 23 23Monday, 26 August 13
  • 24. 24Monday, 26 August 13
  • 25. What digital literacies are important for staff and students at USC? 25Monday, 26 August 13
  • 26. Learner & Teacher Roles 26Monday, 26 August 13
  • 27. New Generation Students 27Monday, 26 August 13
  • 28. Student- generated content (learner- as-designers) Connected students (knowledge is in the network) 28Monday, 26 August 13
  • 29. Owning the Place of Learning rapport with technology mobile generate content personalise connected adapt space to their needs 29Monday, 26 August 13
  • 30. Rapport with technology 30Monday, 26 August 13
  • 31. Mobility n Global mobility n Mobility of people n Technologies to support mobility n Adapting our teaching and learning? n Assessment? 31 31Monday, 26 August 13
  • 32. Undergraduate Students and IT n Monitors students relationship with digital technologies n Portable devices are the ‘academic champions’ n 3x as many students used e-books or e-textbooks than in 2010 n Survey of 100,000 students across 195 institutions 32 32Monday, 26 August 13
  • 33. Personalised Learning 33Monday, 26 August 13
  • 34. Personal Learning Spaces ‣ Integrate formal and informal learning spaces ‣ Customised by the individual to suit their needs ‣ Allow individuals to create their own identities. ‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning. 34 34Monday, 26 August 13
  • 35. Connectivism ‣ Knowledge has changed to networks and ecologies (Siemens, 2006). ‣ Need improved lines of communication in networks. ‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15). 35 35Monday, 26 August 13
  • 36. 36Monday, 26 August 13
  • 37. Redefining the learning space Seamless Learning Learning Space Literacies Comfort Aesthetics Flow Equity Blending Affordances Repurposing Personalised Learning Desire Paths/Learning Pathways 37Monday, 26 August 13
  • 38. 38Monday, 26 August 13
  • 39. What are the implications of new generation students for teachers at USC? 39Monday, 26 August 13
  • 40. Interactions 40Monday, 26 August 13
  • 41. 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) Interactions 41Monday, 26 August 13
  • 42. Learning-oriented Assessment 42Monday, 26 August 13
  • 43. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback 43Monday, 26 August 13
  • 44. Forward-looking Feedback nStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work. nFeedback should be less final and judgemental (Boud, 1995) nFeedback should be more interactive and forward-looking (Carless, 2002) nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004) 44 44Monday, 26 August 13
  • 45. 45Monday, 26 August 13
  • 46. 46Monday, 26 August 13
  • 47. Interactions at USC? 47Monday, 26 August 13
  • 48. Design 48Monday, 26 August 13
  • 49. Paradigms of Blended Learning Enabling blends These address issues of access and equity and add flexibility. This might include the same opportunities in face-to-face, online and blended learning environments. Enhancing blends These focus on incremental changes to the pedagogy in both the face-to-face and online components. Transforming blends Transformation of the pedagogy. Major redesign of teaching and learning e.g. online PBL. 49 49Monday, 26 August 13
  • 50. Design examples at USC? 50Monday, 26 August 13
  • 51. Learning Spaces 51Monday, 26 August 13
  • 52. Spaces for Knowledge Generation n Physical, blended or virtual ‘areas’ that: n enhance learning nthat motivate learners npromote authentic learning interactions n Spaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012). 52 52Monday, 26 August 13
  • 53. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 53 53Monday, 26 August 13
  • 54. Physical Learning Spaces 54Monday, 26 August 13
  • 55. 55Monday, 26 August 13
  • 56. Principles of Learning Space Design n Comfort: a space which creates a physical and mental sense of ease and well-being n Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose n Flow: the state of mind felt by the learner when totally involved in the learning experience 56 56Monday, 26 August 13
  • 57. Principles of Learning Space Design n Equity: consideration of the needs of cultural and physical differences n Blending: a mixture of technological and face-to- face pedagogical resources n Affordances: the “action possibilities” the learning environment provides the users n Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http:// www.skgproject.com) 57 57Monday, 26 August 13
  • 58. CSU Learning Commons 58Monday, 26 August 13
  • 59. Comfort Aesthetics Flow Equity Blending Affordances Repurposing 59Monday, 26 August 13
  • 60. Comfort Aesthetics Flow Equity Blending Affordances Repurposing 60Monday, 26 August 13
  • 61. Technology-enhanced Active Learning (TEAL) Centre Affordances - Blending 61Monday, 26 August 13
  • 62. 62Monday, 26 August 13
  • 63. Discipline Pedagogies ‘Plasma to Chalkboard’ for Physics Professors 63Monday, 26 August 13
  • 64. Affordances 64Monday, 26 August 13
  • 65. 65Monday, 26 August 13
  • 66. Virtual Learning Spaces Blending - Affordances - Equity? 66Monday, 26 August 13
  • 67. Blended Learning Spaces 67Monday, 26 August 13
  • 68. Flexible learning n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. 68 68Monday, 26 August 13
  • 69. 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 and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3). 69 69Monday, 26 August 13
  • 70. Academic Learning Spaces 70Monday, 26 August 13
  • 71. Academic learning spaces nPhysical, blended or virtual ‘areas’ that: nenhance academic ‘work’ nthat motivate academic ‘work’ nenable networking nSpaces where academics optimize the perceived and actual affordances of the space. 71 71Monday, 26 August 13
  • 72. Academic Spaces nBarnett (2011) suggests that academics may be active in university spaces that may include: nIntellectual and discursive space which focus on the contribution to the wider public sphere. nEpistemological space which focuses on the “space available for academics to pursue their own research interests” (p. 76). 72 72Monday, 26 August 13
  • 73. Academic Spaces nPedagogical and curricular space focuses on the spaces available to trial new pedagogical approaches and new curricular initiatives. nOntological space which focuses on ‘academic being’ which is becoming increasingly multi-faceted beyond the research, teaching and community commitments. In fact “the widening of universities’ ontological spaces may bring both peril and liberation” (p. 77). 73 73Monday, 26 August 13
  • 74. 74Monday, 26 August 13
  • 75. Outdoor Learning Spaces These pathways, thoroughfares and occasional rest areas are generally given a functional value in traffic management and are more often than not developed as an after thought in campus design. As such the thoroughfares and rest areas are under valued (or not recognized) as important spaces for teaching and learning (Rafferty, 2012). 75 75Monday, 26 August 13
  • 76. 76Monday, 26 August 13
  • 77. 77Monday, 26 August 13
  • 78. 78Monday, 26 August 13
  • 79. Seamless Learning Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012). 79Monday, 26 August 13
  • 80. 80Monday, 26 August 13
  • 81. Putting it all together 81Monday, 26 August 13
  • 82. Implications of learning spaces for blended learning at USC? 82Monday, 26 August 13
  • 83. 83Monday, 26 August 13
  • 84. New Mindsets 84Monday, 26 August 13
  • 85. New Mindsets n Privileging mobile learning and teaching access n Embedding digital literacies into all aspects of learning, teaching and curriculum n Privileging diverse places of learning as opposed to a singular place of learning 85 85Monday, 26 August 13
  • 86. New Mindsets n Assisting teachers and students to develop their own personalised learning strategy n Privileging user-generated content n Privileging learning-oriented assessment 86 86Monday, 26 August 13
  • 87. 87Monday, 26 August 13
  • 88. 88 Questions? 88Monday, 26 August 13
  • 89. Links n http://www.slideshare.net/mkeppell/csu-report- jov3hrtd05082013 n http://learningleadershipstudy.wordpress.com n http://www.slideshare.net/mkeppell/massey-report- hr24072013td27072013 n http://www.slideshare.net/mkeppell/final-report-10- good-practice-report n http://www.slideshare.net/mkeppell/distributed- spaces-for-learning n http://www.slideshare.net/mkeppell/2010-alt-jkeppell 89 89Monday, 26 August 13