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21century learning and teaching practice: EduTECH2017 Sydney

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Technology is offering opportunities to teach differently. Expectation of learner outcomes has changed. What does this mean for further education teaching practice in the 21 century?

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21century learning and teaching practice: EduTECH2017 Sydney

  1. 1. 21 CENTURY LEARNING AND TEACHING PRACTICE Overview Grounding and context Learning and teaching practice Constraints Conclusion VET/RTO Leaders Congress. EduTECH2017, Sydney, Australia. Ralph Springett, Learning Technologies, WelTec and Whitireia.
  2. 2. Welcome Identify and share hallmarks of 21C learning and teaching practice. Build a formula for easy identification of knowledge gaps that may be constraining the development of 21C learning and teaching practice. Overview Grounding and context Learning and teaching practice Constraints Conclusion Tēnā koutou, tēnā koutou, tēnā koutou katoa Ngā mihi nui ki a koutou katoa. Disclaimer – of sorts Technology should support quality personal interactions
  3. 3. 21 century digital tools have created opportunities to change learning and teaching practice. Grounding and context Overview Grounding and context Learning and teaching practice Constraints Conclusion Expectations have also shifted. Graduates are expected to: This change has been described as the shift from knowing – to knowing how to work with knowledge
  4. 4. Grounding and context Overview Grounding and context Learning and teaching practice Constraints Conclusion 21C Learning and teaching practice differs from 20C learning and teaching practice. The context in which learning is happening has been changed by technology. 20 century context 21 century context Design for learning Universal design for learning Face to face communication Digital communication Information is static and provided Information is everywhere Information is trusted Information can be incorrect
  5. 5. Grounding and context Overview Grounding and context Learning and teaching practice Constraints Conclusion 20C New tools enable new ways of learning and teaching. 21C
  6. 6. Overview Grounding and context Learning and teaching practice Constraints Conclusion Learning and teaching practice Providing information Information is everywhere. Finding relevance and the truth is the 21 century challenge. Examples? Learning and teaching practice 21 century context - examples Providing information Provide a curated selection of resources
  7. 7. Overview Grounding and context Learning and teaching practice Constraints Conclusion Learning and teaching practice Learning through inquiry “The educator’s role is not to put knowledge where knowledge does not exist but rather to lead the mind’s eye so that it might see for itself.” Plato Examples? Learning and teaching practice 21 century context - examples Providing information Provide a curated selection of resources Learning through inquiry Project work, authentic co-construction of learning
  8. 8. Overview Grounding and context Learning and teaching practice Constraints Conclusion Learning and teaching practice Formative assessment and personal pathways Technology assisted formative assessment provides the learner and teacher insights into where they have come and how to move forward. Examples? Learning and teaching practice 21 century context - examples Providing information Provide a curated selection of resources Learning through inquiry Project work, authentic co-construction of learning Formative assessment Digital quiz, personalised feedback and support services
  9. 9. Overview Grounding and context Learning and teaching practice Constraints Conclusion Learning and teaching practice Social learning Learning from learners and learning to learn lead to understanding that learning happens where the learner is. Examples? Learning and teaching practice 21 century context - examples Providing information Provide a curated selection of resources Learning through inquiry Project work, authentic co-construction of learning Formative assessment Digital quiz, personalised feedback and support services Social learning Recognise learning that happens outside of your programme
  10. 10. Overview Grounding and context Learning and teaching practice Constraints Conclusion Constraints Staff capability • Understanding the shift in expectations • Understanding the impact digital tools can have • Being prepared to re-design courses New expectations New digital tools New designs 21C learning and teaching+ + =
  11. 11. Overview Grounding and context Learning and teaching practice Constraints Conclusion Constraints Staff capability New context needs to be underpinned by understanding and skills New expectations New digital tools New designs 21C learning and teaching + + = Understanding Technical skill+
  12. 12. Overview Grounding and context Learning and teaching practice Constraints Conclusion Conclusion It is complicated • Each element of the formula represents considerable understanding and capability. New expectations New digital tools New designs 21C learning and teaching + + = Understanding Technical skill+
  13. 13. Overview Grounding and context Learning and teaching practice Constraints Conclusion References 2016 Horizon Report for Higher Education https://library.educause.edu/~/media/files/library/2016/2/hr2016.pdf Scoping a vision for formative e-assessment: a project report for JISC http://oro.open.ac.uk/30315/1/scopingfinalreport.pdf eLearning and higher education: Understanding and supporting organisational change. https://akoaotearoa.ac.nz/download/ng/file/group-3991/e-learning-and-higher-education- understanding-and-supporting-organisational-change.pdf Effective Assessment in a Digital Age https://www.webarchive.org.uk/wayback/archive/20140614115719/http://www.jisc.ac.uk/media/docu ments/programmes/elearning/digiassass_eada.pdf Rebooting learning for the digital age: What next for technology-enhanced higher education? http://www.hepi.ac.uk/wp-content/uploads/2017/02/Hepi_Rebooting-learning-for-the-digital-age- Report-93-20_01_17Web.pdf

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