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EduTECH 2018

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Blended learning, pedagogy, technology and space in a connected world: Implications for institutions, teachers and students.

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EduTECH 2018

  1. 1. Blending Learning, Pedagogy, Technology and Space in a Connected World: Implications for Institutions, Teachers and Students Prof Mike Keppell Pro Vice-Chancellor, Learning and Teaching
  2. 2. !2 Preparing Students to Solve the Problems of the Future
  3. 3. !3 How Learning and Teaching has Changed in a Connected World • Trends • Active learning • Learning spaces
  4. 4. !5 Active Learning • Engages the learner with problems, projects and professional portfolio. • Proactively shape their environment • Personalised learner collects evidence • Active learners are designers
  5. 5. !6 Learning Spaces • Physical, blended or virtual learning environments that enhance learning • 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
  6. 6. !7 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
  7. 7. !8 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)
  8. 8. X-space Classrooms to Develop Students’ Communication & Critical Thinking Skills in the Collaborative Classroom
  9. 9. !16 Innovative Teaching in a Connected World • Blended learning • Authentic assessment • Professional development
  10. 10. !17 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
  11. 11. Formal on- campus teaching spaces Informal on-campus learning spaces Online learning and teaching spacesBlended Learning Institutional Blending
  12. 12. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback
  13. 13. Knowledge, skills and attitudes teachers need to thrive in a connected world • Digital fluency • Seamless teaching • Scholarship • Learning analytics
  14. 14. Seamless Teaching Digital Fluency Scholarship Learning Analytics Affordances Being informed by the literature Continuity across spaces Continuous improvement of teaching
  15. 15. !23 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 • Life skills
  16. 16. !24 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’
  17. 17. !25 Seamless Learning • On-campus • comfortable with formal and informal spaces • Virtual campus • comfortable with blended, online, social media • Anywhere • trains, cafes, teleworking
  18. 18. !26 Self-regulated Learning • Scaffolded learners • teachers scaffold learning • Strategic learners • learners begin to manage their own learning • Autonomous learners • learners become habitual learners
  19. 19. !27 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’
  20. 20. !28 Life Wide 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).
  21. 21. !29 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
  22. 22. !30 Flexible Learning Pathways • Prescribed • fixed learning pathway • Flexible • learner has some choice through electives • Open education • learner constructs learning pathway to meet their needs
  23. 23. Life Skills & SHINE 2.0 Life Skills Modules Shine 2.0Module 1 - Life Skills for Success and Well-Being Module 2 - Millennials in Malaysia: Team Dynamics and Relationship Management Volunteering initiatives Leadership commitment Work experience Global experience Personal development To all first year first semester students under the Taylor’s curriculum framework
  24. 24. 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

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