INNOVATIVE AND TRANSFORMATIVE
APPROACHES TO BLENDED AND
FLEXIBLE LEARNING - DISCIPLINARY
PEDAGOGY AND PERSPECTIVES
Professor Mike Keppell
Director, The Flexible Learning Institute &
Professor of Higher Education
Charles Sturt University
Tuesday, 9 November 2010 1
What is blended and
Perceptions from fellows
Tuesday, 9 November 2010 2
PERSPECTIVES ON BLENDED
Blended learning means that you need to look at the
cohort, and the resources, the lesson, curriculum and put it
all together. It requires a change of language. I see it as
using technology for enhancing learning and it allows you
to cater more for differences, for the different needs of the
student body (Teaching Fellow, 2008).
Tuesday, 9 November 2010 3
PERSPECTIVES ON BLENDED
The reason I’m a bit cynical about it (blended learning) is
that I think it’s a matter of good teaching that you do...
anyway. It’s a bit of a jargon word, I think, but I can
understand the need to have it for the increased range of
technologies (Teaching Fellow, 2008).
… It’s very, very hard to get people who come on campus to
want to do something that’s not face-to-face and it’s very
hard to get people who want to be totally ﬂexible and do
something at two o’clock in the morning by themselves to
actually want to engage with other people (Teaching Fellow,
Tuesday, 9 November 2010 4
“Flexible learning” provides opportunities to
improve the student learning experience through
ﬂexibility in time, pace, place (physical, virtual, on-
campus, off-campus), mode of study (print-based,
face-to-face, blended, online), teaching approach
(collaborative, independent), forms of assessment
and stafﬁng. It may utilise a wide range of media,
environments, learning spaces and technologies for
learning and teaching.
Tuesday, 9 November 2010 5
BLENDED & FLEXIBLE
“Blended and ﬂexible learning” is a design
approach that examines the relationships between
ﬂexible learning opportunities, in order to optimise
student engagement and equivalence in learning
outcomes regardless of mode of study (Keppell,
2010, p. 3).
Tuesday, 9 November 2010 6
An enhanced understanding of pedagogy and of their
own pedagogical approach.
An increased capacity and willingness to reﬂect upon
their own practice.
A willingness to think critically about received ideas
and conventional approaches.
Readiness to innovate, to accept technological
change and to build effective pedagogic connections
between face-to-face and online teaching strategies.
Tuesday, 9 November 2010 8
Renewed conﬁdence with regard to leading and
adopting change and innovation among their peers and
within their own schools.
Being empowered to negotiate perceived
technological and institutional barriers to change.
Preparedness to maximize the time/space
opportunity of the Fellowship to actively engage
in meaningful and relevant activities for their individual
Tuesday, 9 November 2010 9
BLENDED AND FLEXIBLE
Tuesday, 9 November 2010 10
Tuesday, 9 November 2010 11