Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions.
Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience.
Teachers need to adopt a design perspective in the blended learning and teaching environment. Design thinking by its nature is strategic and future focussed. It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.
Personalised Learning Strategies for Higher educationMike KEPPELL
This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning.
NCCE 2016: Changing Face of Instructional MaterialsOSPI OER Project
As our K–12 system moves to "career and college" ready learning standards, what does this mean for the materials teachers use with students in their classrooms? Participants in this session will learn about work underway in Washington and beyond to review and create 21st century instructional materials for math, science, and English language arts, including Open Educational Resources. Participants will gain insight into the newly revised Model Policy and Procedures that focus on supporting districts in their instructional materials decisions and learn about the K-12 OER Collaborative curriculum that is being developed for math and ELA.
Moodleposium: Roadmap for Personalised LearningMike KEPPELL
Personalised Lifelong Learning in a Digital Age
In this presentation I will examine key concepts for lifelong learning in a digital age. I will focus on the knowledge, skills, and attitudes of learners who need to navigate the ‘chaos’ of an ambiguous learning landscape. I define personalised learning as the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn. Personalised learning is no longer about what the learner knows now, but concerns how the learner can learn more. Resilient personalised learners will need to adapt and seek solutions for problems, issues, and challenges on a daily basis. Learners will need to adopt a ‘growth mindset’ as opposed to a ‘fixed mindset’ (Dweck, 2006). When a learner adopts a growth mindset, they openly seek challenge and thrive on challenge. However ‘growth mindset learners’ also need a toolkit to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous. This toolkit encompasses digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong/life-wide learning, and flexible learning pathways.
From awareness to participation - student engagement in an online environment.
Presentation at conference MOOCs in Scandinavia 2015, at Karolinska Institute, Stockholm.
Open Networked Learning - Uhlin & Kvarnström SUHF lärandemiljöer maj 2015Open Networked Learning
Seminarium om framtidens lärandemiljöer, arrangerat av SUHF (Sveriges Universitets- och Högskoleförbund) [in Swedish]
Seminar about learning environments in the future, arranged by the Association of Swedish Higher Education,
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions.
Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience.
Teachers need to adopt a design perspective in the blended learning and teaching environment. Design thinking by its nature is strategic and future focussed. It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.
Personalised Learning Strategies for Higher educationMike KEPPELL
This presentation will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning.
NCCE 2016: Changing Face of Instructional MaterialsOSPI OER Project
As our K–12 system moves to "career and college" ready learning standards, what does this mean for the materials teachers use with students in their classrooms? Participants in this session will learn about work underway in Washington and beyond to review and create 21st century instructional materials for math, science, and English language arts, including Open Educational Resources. Participants will gain insight into the newly revised Model Policy and Procedures that focus on supporting districts in their instructional materials decisions and learn about the K-12 OER Collaborative curriculum that is being developed for math and ELA.
Moodleposium: Roadmap for Personalised LearningMike KEPPELL
Personalised Lifelong Learning in a Digital Age
In this presentation I will examine key concepts for lifelong learning in a digital age. I will focus on the knowledge, skills, and attitudes of learners who need to navigate the ‘chaos’ of an ambiguous learning landscape. I define personalised learning as the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn. Personalised learning is no longer about what the learner knows now, but concerns how the learner can learn more. Resilient personalised learners will need to adapt and seek solutions for problems, issues, and challenges on a daily basis. Learners will need to adopt a ‘growth mindset’ as opposed to a ‘fixed mindset’ (Dweck, 2006). When a learner adopts a growth mindset, they openly seek challenge and thrive on challenge. However ‘growth mindset learners’ also need a toolkit to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous. This toolkit encompasses digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong/life-wide learning, and flexible learning pathways.
From awareness to participation - student engagement in an online environment.
Presentation at conference MOOCs in Scandinavia 2015, at Karolinska Institute, Stockholm.
Open Networked Learning - Uhlin & Kvarnström SUHF lärandemiljöer maj 2015Open Networked Learning
Seminarium om framtidens lärandemiljöer, arrangerat av SUHF (Sveriges Universitets- och Högskoleförbund) [in Swedish]
Seminar about learning environments in the future, arranged by the Association of Swedish Higher Education,
Sähköiset kokeet ja arviointi (KATSO KUVAUKSESTA UUDEN VERSION LINKKI)Matleena Laakso
OLEN JO JULKAISSUT UUDEN VERSION tästä osin vanhentuneesta diasarjasta. SlideShare ei enää mahdollista diasarjojen päivittämistä, joten uusimman version löydät blogini sähköisen arvioinnin sivulta: http://www.matleenalaakso.fi/p/sahkoiset-kokeet.html
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
Online Assessment through Moodle Platform in Higher EducationNiroj Dahal
This presentation was done at ICT in Education Conference organized by TU, KUSOED and OSLOMET as a part of NORHED project on 19-21 September 2019 at Hotel Yellow Pagoda, Kathmandu.
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
Changing the Learning Landscape: OER and open data in research methods teachi...Ester Ehiyazaryan
A presentation given at an HEA organised workshop under the Changing the Learning Landscape initiative (February, 2013). The focus of the presentation was on developing open academic practice in teaching research methods.
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
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.
Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strateg...Mike KEPPELL
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
8. • The blurring of face-to-face
learning and teaching and online
learning is a significant shift for
both learners and staff of
universities.
• This disintegration of the
distinction and the growing
acceptance that learning occurs
in different ‘places’ presents both
exciting and challenging
opportunities for higher
education.
8
Blended Learning
9. • Flexible learning” provides
opportunities to improve the
student learning experience
through flexibility in time,
pace, place, mode of study,
teaching approach, forms of
assessment and staffing.
9
Flexible Learning
10. • Blended and flexible learning”
is a design approach that
examines the relationships
between flexible learning
opportunities, in order to
optimise student engagement.
(Keppell, 2010, p. 3; Garrison
& Vaughan, 2008).
10
Blended and Flexible Learning
17. • Enabling blends
Address issues of access and
equity.
• Enhancing blends
Incremental changes to the
pedagogy.
• Transforming blends
Transformation of the pedagogy.
17
Learning Designs
23. Distributive Leadership
• Characteristics: collaboration,
shared purpose, responsibility
and recognition of leadership
irrespective of role within an
organisation.
• Central premise: good
leadership is foundational to
good learning and teaching
practice.
23
28. Design thinking by its nature is
strategic and future focussed.
It is a thoughtful and considered
pedagogical approach to ensure
relevance for both learners and
teachers.
28
29. 25
Teacher Mindsets
Interactive learning (learner-to-content)
Networked learning (learner-to-learner;
learner-to-teacher)
Student-generated content (learner-as-
designers).
Connected students (knowledge is in the
network)
Learning-oriented assessment (assessment-
as-learning) (Keppell, 2014).
29
31. Institutional Mindsets
• Encouraging teacher and learner mindsets
• Focussing on blending at the degree level
• Embracing blended learning throughout all
learning and teaching and assessment
• Utilising distributive leadership to create
strategic change
31
32. 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.
3
32
33. 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.
33
34. 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
3
34