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Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age

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Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age

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 Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• 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.

References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. 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.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
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.

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Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age

  1. 1. Innovative Pedagogies in a Connected World: Strategies for Teaching in a Digital Age Mike Keppell Third Distance Higher Education World Congress Bogata, Colombia May 17-19th 1
  2. 2. Preparing Students to Solve the Problems of the Future 2
  3. 3. Setting the Stage • Challenges we face in aligning our educational approaches so that students can solve problems ‘worthy of attention’ • Need to transcend traditional tendencies present in curricula • Solving global problems from a ‘glocal’ perspective • Generating scenarios that lead to development strategies and outcomes 3
  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. 5. How learning and teaching has changed in a connected world • Active learning • Learning spaces • Central role of technology 6
  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. 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. 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. 9. Central Role of Technology
  10. 10. Innovative teaching in a connected world • Blended learning • Authentic assessment • Professional development 13
  11. 11. Blended Learning • Institutional blending: formal teaching spaces, informal learning spaces, virtual learning and teaching spaces • Blended teaching: being aware of the affordances of spaces and technologies to optimise learning • At the Course or Unit level blended learning focuses on designing learning interactions (interactive learning, networked learning, learner-generated content, authentic assessment) across face-to-face and online learning spaces. 14
  12. 12. Formal on-campus teaching spaces Informal on-campus learning spaces Online learning and teaching spacesBlended Learning On-campus Learning and Teaching
  13. 13. Ecosystem Pathways and Vocational Education Higher Education Work Integrated Learning
  14. 14. 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) 17
  15. 15. 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). 18
  16. 16. Professional Development
  17. 17. Knowledge, skills and attitudes teachers need to thrive in a connected world • Digital fluency • Seamless teaching • Scholarship • Learning analytics 21
  18. 18. Digital Fluency • Teachers will need to focus on the affordances of spaces and learning technologies to be digitally fluent in a connected world. 22
  19. 19. Seamless Teaching • Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013). 23
  20. 20. Scholarship • Being informed by the literature • Experimenting and collecting evidence • Making your experimentation public 24
  21. 21. 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 25
  22. 22. 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 26
  23. 23. 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) 27
  24. 24. 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 28
  25. 25. 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’ 29
  26. 26. Seamless Learning • On-campus • comfortable with formal and informal spaces • Virtual campus • comfortable with blended, online, social media • Anywhere • trains, cafes, teleworking 30
  27. 27. Self-regulated Learning • Scaffolded learners • teachers scaffold learning • Strategic learners • learners begin to manage their own learning • Autonomous learners • learners become habitual learners 31
  28. 28. 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’ 32
  29. 29. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback
  30. 30. 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). 34
  31. 31. 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 35
  32. 32. Flexible learning Pathways • Prescribed • fixed learning pathway • Flexible • learner has some choice through electives • Open education • learner constructs learning pathway to meet their needs 36
  33. 33. Preparing Students to Solve the Problems of the Future 37
  34. 34. 38 Institutional Priorities Teacher Priorities Learner Priorities Focus on Problems and projects Digital fluency Digital literacies Wider range of learning spaces Technology affordances Seamless learning Technology infrastructure Scholarship Self-regulated learning Student experience Learning analytics Learning-oriented assessment Modes (blended and online) Authentic assessment Lifelong and life wide learning Fewer exams Flexible learning pathways

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