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Technology-enhanced L&T: Implications for academic governance


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Technology-enhanced L&T: Implications for academic governance

  1. 1. Technology-enhancedLearning and Teaching:Implications for AcademicGovernanceProfessor Mike KeppellExecutive DirectorAustralian Digital Futures Institute11Monday, 6 May 13
  2. 2. Overviewn Technology-enhanced environmentsn New generation studentsn Trends and challengesn Game changersn Implications for Academic Governance22Monday, 6 May 13
  3. 3. Technology-enhanced L&Tn Laurillard, Oliver, Wasson & Hoppe (2009)suggest that the “role of technology [is] toenable new types of learningexperiences and to enrich existinglearning scenarios” (p. 289).n “Interactive and cooperative digital mediahave an inherent educational value as anew means of intellectual expression”and creativity (p. 289).33Monday, 6 May 13
  4. 4. Good Practice Reportn Integrating technology-enhanced learning andteaching strategies across curriculum, subjects,activities and assessment results in major benefits tothe disciplinen Academics require sophisticated online teachingstrategies to effectively teach in technology-enhanced higher education environmentsn Academics need a knowledge of multi-literacies toteach effectively in contemporary technology-enhanced higher educationn Successful academic development focuses onengaging academics over sustained periods of timethrough action learning cycles and the provision ofleadership development opportunitiesn44Monday, 6 May 13
  5. 5. New Generation Students55Monday, 6 May 13
  6. 6. Rapport with technology6Monday, 6 May 13
  7. 7. Student-generatedcontent (learner-as-designers)Connectedstudents (knowledgeis in the network)7Monday, 6 May 13
  8. 8. Owning the Place of Learningrapportwithtechnologymobilegeneratecontentpersonaliseconnectedadaptspace totheir needs8Monday, 6 May 13
  9. 9. What Trends do we Needto Consider?99Monday, 6 May 13
  10. 10. CSIRO Megatrends10On the movePersonalisationIWorld10Monday, 6 May 13
  11. 11. To Succeed in the AsianCenturyn “Australia’s commericalsuccess in the regionrequires that highlycompetitive Australianfirms and institutionsdevelop collaborativerelationships with othersin the region” (p.2).n New business modelsand mindsets (p.2)1111Monday, 6 May 13
  12. 12. Beyond Current Horizonsn Networking andconnections - distributedcognitionn Increasingpersonalisation andcustomisation ofexperiencen New forms of literacyn Openness of ownership ofknowledge (Jewitt, 2009).1212Monday, 6 May 13
  13. 13. 410 Years of Tracking OnlineEducation in the United States‣ 2800 colleges and universities‣ Academic leaders wereunconvinced that MOOCs weresustainable‣ MOOCS - important means forinstitutions to learn aboutonline pedagogy‣ 70% institutions believe onlinelearning is critical to theirlong-term strategy13Monday, 6 May 13
  14. 14. Horizon Reports1414Monday, 6 May 13
  15. 15. Trends‣ People expect to be able to work, learn, andstudy whenever and wherever they want.‣ The abundance of resources andrelationships will challenge our educationalidentity.‣ Students want to use their own technologyfor learning.‣ Shift across all sectors to online learning,hybrid learning and collaborative models.‣1515Monday, 6 May 13
  16. 16. Challengesn Seamless learning – diverse places andspaces for learning.n Digital literacies – capabilities which fit anindividual for a digital society (JISC)n Personalisation - learning, teaching, placeof learning and technologiesn Mobility is here!1616Monday, 6 May 13
  17. 17. 17Game Changers17Monday, 6 May 13
  18. 18. Game Changersn Mobilityn Digital literaciesn Seamless learningn Personalised learningn User-generated contentn Learning-orientedassessment1818Monday, 6 May 13
  19. 19. 19Mobility19Monday, 6 May 13
  20. 20. Mobilityn Global mobilityn Mobility of peoplen Technologies to supportmobilityn Adapting our teaching andlearning?n Assessment?2020Monday, 6 May 13
  21. 21. Undergraduate Studentsand ITn Monitors studentsrelationship with digitaltechnologiesn Portable devices are the‘academic champions’n 3x as many students usede-books or e-textbooksthan in 2010n Survey of 100,000 studentsacross 195 institutions2121Monday, 6 May 13
  22. 22. 22Digital Literacies22Monday, 6 May 13
  23. 23. Digital Literaciesn Literacy is no longer “the abilityto read and write” but now “theability to understandinformation howeverpresented.”n Cant assume students haveskills to interact in a digital agen Literacies will allow us to teachmore effectively in a digitalage (JISC, 2012)2323Monday, 6 May 13
  24. 24. Developing Literaciesn Employable graduates need to be digitallyliteraten Digital literacies are often related to disciplinearean Learners need to be supported by staff todevelop academic digital literaciesn Professional development is vital in developingdigital literaciesn Professional associations are supporting theirmembers to improve digital literaciesn Engaging students supports digital literacydevelopment i.e. students as change agents(JISC, 2012)2424Monday, 6 May 13
  25. 25. 25Seamless Learning25Monday, 6 May 13
  26. 26. Seamless LearningSeamless learningoccurs when aperson experiences acontinuity oflearning across acombination oflocations, times,technologies orsocial settings(Sharples, et al,2012).26Monday, 6 May 13
  27. 27. Spaces for KnowledgeGenerationn Physical, blended or virtual ‘areas’ that:n enhance learningnthat motivate learnersnpromote authentic learning interactionsn Spaces where both teachers and studentsoptimize the perceived and actualaffordances of the space (Keppell &Riddle, 2012).2727Monday, 6 May 13
  28. 28. Physical VirtualFormal Informal InformalFormalBlendedMobile PersonalOutdoorProfessionalPracticeDistributedLearning SpacesAcademic2828Monday, 6 May 13
  29. 29. Virtual LearningSpacesBlending - Affordances - Equity?29Monday, 6 May 13
  30. 30. 30Monday, 6 May 13
  31. 31. 31Personalised Learning31Monday, 6 May 13
  32. 32. Personal Learning Spaces‣ Integrate formal and informal learningspaces‣ Customised by the individual to suit theirneeds‣ Allow individuals to create their ownidentities.‣ Recognises ongoing learning and the needfor tools to support life-long and life-widelearning.3232Monday, 6 May 13
  33. 33. Connectivism‣ Knowledge has changed to networks andecologies (Siemens, 2006).‣ Need improved lines of communication innetworks.‣ “Connectivism is the assertion that learning isprimarily a network-forming process” (p.15).3333Monday, 6 May 13
  34. 34. 34Monday, 6 May 13
  35. 35. Redefining the Learning SpaceSeamlessLearningLearning SpaceLiteraciesComfortAestheticsFlowEquityBlendingAffordancesRepurposingPersonalisedLearningDesire Paths/LearningPathways35Monday, 6 May 13
  36. 36. Student GeneratedContent3636Monday, 6 May 13
  37. 37. 25Interactive learning (learner-to-content)Networked learning (learner-to-learner;learner-to-teacher)Student-generated content (learner-as-designers).Connected students (knowledge is in thenetwork)Learning-oriented assessment(assessment-as-learning)Interactions37Monday, 6 May 13
  38. 38. 38Monday, 6 May 13
  39. 39. 39Learning-orientedAssessment39Monday, 6 May 13
  40. 40. Learning-oriented AssessmentAssessment tasksas learning tasksStudentinvolvement inassessmentprocessesForward-lookingfeedback40Monday, 6 May 13
  41. 41. 41Implications forAcademic Governance41Monday, 6 May 13
  42. 42. New Mindsetsn Privileging mobile learning andteaching accessn Embedding digital literacies intoall aspects of learning, teachingand curriculumn Privileging diverse places oflearning as opposed to asingular place of learning4242Monday, 6 May 13
  43. 43. New Mindsetsn Assisting teachers and studentsto develop their ownpersonalised learning strategyn Privileging user-generatedcontentn Privileging learning-orientedassessment4343Monday, 6 May 13
  44. 44. Referencesn Allen, E & Seaman, J. (2013). Changing course: Ten years of tracking online education inthe united states. Babson Survey Research Group, Quahog Research Group, LLC, Pearson,SLOAN-C.n Johnson, L., Adams, S., Cummins, M., and Estrada, V. (2012). Technology Outlook for STEM+ Education 2012-2017: An NMC Horizon Report Sector Analysis. Austin, Texas: The NewMedia Consortium.n Keppell, M., Suddaby, G. & Hard, N. (2011). Technology-enhanced Learning and TeachingGood Practice Report. Australian Learning and Teaching Council. & Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtuallearning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & MatthewRiddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts forthe modern learning environment. Information Science Publishing, Hershey.n Payton, S. (2012). Developing digital literacies. JISC. Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved,M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University InnovationReport 1. Milton Keynes: The Open University. Souter , K. Riddle, M., Sellers, W. & Keppell, M. (2011) Spaces for knowledge generationfinal report., 6 May 13
  45. 45. 45Questions?45Monday, 6 May 13