Presentation delivered at the Griffith International Summit, Intercontinental Hotel, Sanctuary Cove, Gold Coast, 16 July 2013. (An earlier version was presented at the Griffith Business School Program Leadership Retreat: 'Tricks of the Trade: Managing Online and F2F Course Delivery', 10 July 2013.)
13. “The world of MOOCs is creating a
competition that will force every
professor to improve his or her
pedagogy or face an online
competitor … When outstanding
becomes so easily
available, average is over.”
Thomas L. Friedman
14.
15.
16.
17.
18.
19. Alan Tudge, Federal Member for Aston and Chairman of the
Coalition‟s Online Higher Education Working Group
22. “Things take
longer to happen
than you think
they will, and
then they
happen faster
than you think
they could”
Lawrence Summers
23.
24.
25.
26.
27.
28.
29.
30. participatory
flexible
authentic
Multi-modal in format: catering to different learning
styles and different life styles
Learner centric: student as consumer and
producer of knowledge
Assessment of learning grounded in reality: outcome
driven learning; learning that lasts beyond the test
31.
32.
33.
34.
35.
36.
37. Blended delivery offshore/ onshore reducing cost for
prospective students
Innovative collaborations with overseas institutions; e.g. Pakistan
The One Curriculum-Multiple Pedagogies model avoided
problems with ESOS regulations because an international student
does not enrol in „distance and/or online learning‟ mode
40. Under pressure from the NTEU because of potential job losses,
Griffith University management agreed to a new work load formula
F2F on campus class time was reduced to 12 hours per semester
in all courses where curriculum was digitised and a „flipped
classroom‟ was implemented
Admin systems were streamlined
„Teaching preparation‟ was redefined to include „content curation‟
Academics time freed up for research and publication
49. 21st century literacies …
Develop proficiency and fluency with the tools of technology
Build intentional cross-cultural connections and relationships with
others so to pose and solve problems collaboratively and strengthen
independent thought
Design and share information for global communities to meet a
variety of purposes
Manage, analyse, and synthesize multiple streams of simultaneous
information
Create, critique, analyze, and evaluate multimedia texts
Attend to the ethical responsibilities required by these complex
environments.
http://edudemic.com/2013/04/important-21st-century-skills/