Internal presentation to Swinburne Department

1. Learning &Teaching@Swinburne:
Now and into the Future
Professor Mike Keppell
Pro Vice-Chancellor, Learning
Transformations
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2. Overview
• Trends & Challenges
• Learning transformations
• Guiding Pedagogies
• Deconstructing blended
learning
• Places and spaces of
blended learning
• Changing mindsets
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3. Trends & Challenges
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4. 4
2015 Technology Outlook: Trends

5. 5
2015 Technology Outlook: Challenges

6. Rethinking the
Roles of Educators
Blended &
Online
Learning
Analytics
Personalised
Learning
Scholarship of
Teaching and
Learning
Open Education
OERs
Digital
literacies
Authentic
Assessment
SpacesMobile

7. Learning
Transformations
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8. Mission
Our mission is to transform
practice across the
faculties and PAVE by
inspiring, enabling and
empowering teaching
staff to develop capacity
and capability in innovative
teaching and learning.
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9. Activities
We work collaboratively with learning and teaching
staff through a range of activities to achieve this
mission:
Blended and online learning
Learning design workshops
Authentic assessment
Seminars, events, and showcasing emerging
technologies in the Digital Aquarium
Graduate Certificate of Learning and Teaching
Scholarship of Teaching and Learning
Promoting personalised learning through ePortfolios
Learning Transformation Conference
Open education, open textbooks, OERs & MOOCs
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11. LEARNING
TRANSFORMATIONS
PORTFOLIOS
Blended & Online
Learning
Personalised
Learning
and ePortfolios
Events, Seminars in
the Digital Aquarium
Graduate
Certificate of
Learning and
Teaching
Scholarship of
Learning and
Teaching
Learning Design
Authentic
Assessment
Learning
Transformations
Conference
Open Education,
Open Textbooks
OERs, MOOCs

12. Deconstructing Blended
Learning
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13. • The disintegration of the
distinction and the growing
acceptance that learning
occurs in different ‘places’
presents both exciting and
challenging opportunities
for higher education.
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What is the University Campus?
• Formal teaching spaces
• Informal learning spaces
• Online learning and
teaching spaces

14. Formal
on-campus
teaching
spaces
Informal
on-campus
learning spaces
Online learning
and teaching
spaces
Blended
Learning
On-Campus Learning and Teaching at Swinburne

15. Blended Learning…
• Designing learning interactions
across formal teaching spaces,
informal learning spaces and
virtual learning and teaching
spaces.
• Thoughtful combination of physical
and virtual spaces supported by
educational technologies to enhance
the student experience
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16. 16
Guiding Pedagogies

17. Guiding Pedagogies
• Authentic learning
• Authentic assessment
• Personalised Learning
• Peer learning
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18. Authentic Learning
• …require students to
complete complex real-
world tasks over a period of
time in collaboration with
others as they would in a
real setting or workplace
(Herrington, 2006)
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19. Authentic Assessment
• Empowering the learner by
engaging them in assessment tasks
that simulate or engage the learner
in real-life situations.
• “Engaging and worthy problems
or questions of importance, in
which students must use knowledge
to fashion performances effectively
and creatively” (Wiggins, 1993, p.
229).
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20. Personalised Learning
• Learning pathways
• ePortfolios
• The knowledge, skills and attitudes
that enable learning and act as a
catalyst to empower the learner to
continue to learn (Keppell, 2015)
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21. Peer Learning
• Students teaching and learning
from each other.
• Sharing ideas, knowledge and
experiences
• Emphasises interdependent as
opposed to independent learning
(Boud, 2001).
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22. Interactions
•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).
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23. Places and Spaces of
Blended learning
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24. Defining Learning Spaces
• Physical, blended or virtual
learning environments that
enhance learning
• Physical, blended or virtual
‘areas’ that motivate a
learner to learn
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25. Defining Learning Spaces
• Spaces where both teachers
and learners optimise the
perceived and actual
affordances of the space; and
• Spaces that promote
authentic learning
interactions (Keppell &
Riddle, 2012, 2013).
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26. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning
Spaces
Academic

27. Virtual Learning Spaces

28. •Enabling blends
Address issues of access and
equity.
•Enhancing blends
Incremental changes to the
pedagogy.
•Transforming blends
Transformation of the pedagogy.
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Learning Designs

29. Activity-level blending
Unit-level blending
Course-level blending
Institutional-level blending
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Forms of Blending

30. Interactions
•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).
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31. Changing Mindsets
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32. 25
Teacher Mindsets
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) (Keppell, 2014).
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33. 25
Learner Mindsets
Digital literacies (competencies, fluency, design)
Seamless learning (formal, informal, F2F,
blended, online, mobile)
Self-regulated learning (scaffolded, strategic,
autonomous)
Learning-oriented assessment (authentic,
negotiated, self-assessment)
Life-long learning (short-term, future-focussed,
being a learner)
Learning pathways (prescribed, electives, open)
(Keppell, 2015)
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34. Institutional Mindsets
•Encouraging teacher and learner
mindsets
•Embracing blended learning throughout
all learning and teaching and assessment
•Utilising distributive leadership to create
strategic change
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36. References
Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education. DOI
10.1007/s10734-014-9816-z.
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014
Higher Education Edition. Austin, Texas: The New Media Consortium.http://www.nmc.org/
pdf/2014-nmc-horizon-report-he-EN.pdf.
Keppell, M., & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In
R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.),
Handbook of design in educational technology (pp. 20-32). New York, NY: Routledge.
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment
in technology-enhanced environments. Assessment and Evaluation in Higher Education,
31(4), 453-464.
Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case
study. Assessment in Education, 13(2), 153-165.
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37. References
Keppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learning spaces in higher
education: Concepts for the modern learning environment. IGI Global, Hershey: New York.
ISBN13: 9781609601140.
Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual
learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew
Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for
the modern learning environment. Information Science Publishing, Hershey.
Keppell, M.J. (2014). Personalised learning strategies for higher education. In Kym Fraser (Ed.)
The Future of Learning and Teaching in Next Generation Learning Spaces. International
Perspectives on Higher Education Research, Volume 12, 3-21. Copyright 2014 by Emerald
Group Publishing Limited.
Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J.
Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open
Education around the World. Routledge/Taylor and Francis.
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38. References
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., &
Gaved,M. (2013). Innovating pedagogy 2013: Open University Innovation Report
Milton Keynes: The Open University.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D.
(2012). Innovating pedagogy 2012: Open University Innovation Report 1. Milton Keynes:
The Open University.
Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved from http://
www.elearn space.org/KnowingKnowledge_LowRes.pdf
Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spaces for knowledge
generation. The Australian Learning and Teaching Council (ALTC). Retrieved from
http://documents.skgproject.com/skg-final-report.pdf
Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-
wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies
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