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Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World

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Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World

This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:

• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.

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Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World

  1. 1. Innovations in Teaching Seminar IITS 2017Pedagogies of learning technologies: how does technology create new possibilities for learning? 3 Oct 2017, Tuesday Lecture Theatre 7 (NS1-02-03) 8.30am to 5.00pm Organized by Centre for IT Services (CITS), in collaboration with 
 Teaching, Learning & Pedagogy Division (TLPD). Keynote Speaker Mike KEPPELL Pro Vice-Chancellor, Learning Transformation Swinburne University of Technology Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World Innovations in Teaching Seminar IITS 2017 Pedagogies of learning technologies: how does technology create new possibilities for learning? 3 Oct 2017, Tuesday Lecture Theatre 7 (NS1-02-03) 8.30am to 5.00pm Organized by Centre for IT Services (CITS), in collaboration with
 Teaching, Learning & Pedagogy Division (TLPD). Keynote Speaker Professor Mike KEPPELL Former Pro Vice-Chancellor and Professor, Learning Transformations Swinburne University of Technology Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
  2. 2. Values • Reflect the fundamental beliefs that underpin everyday decisions and actions. • Inclusive: promote equity • Innovative: emerging ideas • Transformative: thoughtful redesign • Interdisciplinary: cross discipline • Collaborative: collaboration • Sustainable: generative strategies • Connected: connected world • Evidence-based: scholarship & research • Open: opportunities of open education
  3. 3. Innovations in Teaching Seminar IITS 2017Pedagogies of learning technologies: how does technology create new possibilities for learning? 3 Oct 2017, Tuesday Lecture Theatre 7 (NS1-02-03) 8.30am to 5.00pm Organized by Centre for IT Services (CITS), in collaboration with 
 Teaching, Learning & Pedagogy Division (TLPD). Keynote Speaker Mike KEPPELL Pro Vice-Chancellor, Learning Transformation Swinburne University of Technology Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World Preparing Students to Solve the Problems of the Future
  4. 4. Overview • How learning and teaching has changed in a connected world • Innovative teaching in a connected world • Knowledge, skills and attitudes teachers need to thrive in a connected world • Knowledge, skills and attitudes learners need to thrive in a connected world
  5. 5. • Active learning • Learning spaces • Central role of technology How Learning and Teaching has Changed in a Connected World
  6. 6. Active Learning • Active learning places the student at the centre of the learning process • Engages the learner through authentic learning, solving problems, working on relevant projects and contributing to their professional portfolio. • Challenging and motivating projects focus on meaningful tasks, real-world issues, generative tasks, collaborative activities and teachers as facilitators.
  7. 7. Active Learning • Solving problems creates life-long learners who graduate possessing the ability to proactively shape their environment • The personalised learner collects evidence, reflects on their learning, and achieves learning outcomes that are integrated into their professional portfolio. • Active learners are designers who create media-rich assessments that exemplifies their 21st century skills embodying their creativity, design thinking and responsibility for their own learning.
  8. 8. Learning Spaces • Physical, blended or virtual learning environments that enhance learning • Physical, blended or virtual ‘areas’ that motivate a learner to learn • Spaces where both teachers and learners optimise the perceived and actual affordances of the space • Spaces that promote authentic learning interactions (Keppell & Riddle, 2012, 2013).
  9. 9. Principles of Learning Space Design • Comfort: a space which creates a physical and mental sense of ease and well- being • Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose • Flow: the state of mind felt by the learner when totally involved in the learning experience
  10. 10. Principles of Learning Space Design • Equity: consideration of the needs of cultural and physical differences • Blending: a mixture of technological and face-to-face pedagogical resources • Affordances: the “action possibilities” the learning environment provides the users • Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)
  11. 11. Informal Central Role of Technology
  12. 12. Innovative Teaching in a Connected World • Blended learning • Authentic assessment • Professional development
  13. 13. Blended Teaching and Learning • Institutional blending: formal, informal and virtual spaces • Blended teaching: being aware of the affordances of spaces and technologies to optimise learning • Blended learning: • Active learning • Interactive learning • Networked learning • Learner-generated content • Authentic assessment
  14. 14. Formal on-campus teaching spaces Informal on-campus learning spaces Online learning and teaching spacesBlended Learning On-Campus Learning and Teaching
  15. 15. 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)
  16. 16. 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).
  17. 17. Professional Development
  18. 18. Knowledge, skills and attitudes teachers need to thrive in a connected world • Digital fluency • Seamless teaching • Scholarship • Learning analytics
  19. 19. Digital Fluency • Teachers will need to focus on the affordances of spaces and learning technologies to be digitally fluent in a connected world.
  20. 20. Seamless Teaching • Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
  21. 21. Scholarship • Being informed by the literature • Experimenting and collecting evidence • Making your experimentation public
  22. 22. Learning Analytics and Surveys Learning Analytics • To benefit retention by enabling the identification of disengaged and at risk students • To identify the characteristics of successful students • To support the continuous improvement of teaching Surveys • Using data to identify where an intervention is needed e.g. undertake learning design with units where student satisfaction is low. • Follow-up surveys determine the success of the intervention
  23. 23. TEQSA and QILT Threshold Standards • Student participation and attainment • Learning environment • Teaching e.g. programme design • Research and research training • Institutional quality assurance • Governance and accountability • Representation, information and information management
  24. 24. Knowledge, skills and attitudes students need to thrive in a connected world • Digital literacies • Seamless learning • Self-regulated learning • Learning-oriented assessment • Lifelong learning • Flexible learning pathways
  25. 25. Personalised Learning • The knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015) • Learning pathways • Professional portfolios (ePortfolios)
  26. 26. Knowledge, skills and Attitudes • Knowledge is now co-created • Skills form a basis for learning • Attitudes influence beliefs and behaviours • Growth mindset (Dweck, 2006) • Openly seek challenge
  27. 27. Digital Literacies • Digital Competency • knowing how to use digital tools • Digital Fluency • applying digital knowledge and skills • Digital Design • user-generated content • ‘learner-as-designer’
  28. 28. Seamless Learning • On-campus • comfortable with formal and informal spaces • Virtual campus • comfortable with blended, online, social media • Anywhere • trains, cafes, teleworking
  29. 29. Self-regulated Learning • Scaffolded learners • teachers scaffold learning • Strategic learners • learners begin to manage their own learning • Autonomous learners • learners become habitual learners
  30. 30. Learning-oriented Assessment • Authentic assessment • learners participate in authentic assessment • Negotiated assessment • learners negotiate assessment with teachers • Self-assessment • learners act on ‘feedback as feed-forward’
  31. 31. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback
  32. 32. Lifelong Learning • Encompasses both formal and informal learning, self-motivated learning.(Watson, 2003). • Life-wide learning “contains many parallel and interconnected journeys and experiences…” (Jackson, 2010, p. 492).
  33. 33. Lifelong Learning • Short-term • learners are focussed on current courses • Future-focussed • relates courses to future job • Being a learner • learning becomes a customary practice
  34. 34. Flexible Learning Pathways • Prescribed • fixed learning pathway • Flexible • learner has some choice through electives • Open education • learner constructs learning pathway to meet their needs
  35. 35. Preparing Students to Solve the Problems of the Future
  36. 36. Institutional Priorities Teacher Priorities Learner Priorities Focus on Problems and projects Digital fluency Digital literacies Wider range of learning spaces Seamless teaching Seamless learning Technology infrastructure Technology affordances Self-regulated learning Student experience Authentic assessment Learning-oriented assessment Modes (blended and online) Scholarship Lifelong and life wide learning Fewer exams Learning analytics Flexible learning pathways
  37. 37. Further Links LinkedIn: http://www.linkedin.com/in/mikekeppell Slideshare: http://www.slideshare.net/mkeppell Website: http://www.mikekeppell.com Photography: http://www.michaelkeppell.com
  38. 38. 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.
  39. 39. 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.
  40. 40. 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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