Learning and teaching and implications for IT

1. Transformative Technologies to
Enhance Teaching & Learning in
the Digital Era
Professor Mike Keppell
Pro Vice-Chancellor, Learning
Transformations
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2. “We shape our tools and then
our tools shape us”
Marshall McLuhan (1967)
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3. 3
2015 Technology Outlook: Trends

4. Formal
on-campus
teaching
spaces
Informal
on-campus
learning spaces
Online learning
and teaching
spaces
Blended
Learning
On-Campus Learning and Teaching at Swinburne

5. • The disintegration of the
distinction and the growing
acceptance that learning
occurs in different ‘places’
presents both exciting and
challenging opportunities
for higher education.
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What is the University Campus?
• Formal teaching spaces
• Informal learning spaces
• Online learning and
teaching spaces

6. Places and Spaces of
Blended learning
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7. Defining Learning Spaces
• Physical, blended or virtual
learning environments that
enhance learning
• Physical, blended or virtual
‘areas’ that motivate a
learner to learn
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8. Defining Learning Spaces
• Spaces where both teachers
and learners optimise the
perceived and actual
affordances of the space; and
• Spaces that promote
authentic learning
interactions (Keppell &
Riddle, 2012, 2013).
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9. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning
Spaces
Academic

10. Virtual Learning Spaces

11. •Enabling blends
Address issues of access and
equity.
•Enhancing blends
Incremental changes to the
pedagogy.
•Transforming blends
Transformation of the pedagogy.
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Learning Designs

12. Activity-level blending
Unit-level blending
Course-level blending
Institutional-level blending
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Forms of Blending

13. Interactions
•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).
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14. 14
Guiding Pedagogies

15. Guiding Pedagogies
• Authentic learning
• Authentic assessment
• Personalised Learning
• Peer learning
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16. 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)
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17. 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).
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18. Personalised Learning
• Learning pathways
• ePortfolios
• The knowledge, skills and attitudes
that enable learning and act as a
catalyst to empower the learner to
continue to learn (Keppell, 2015)
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19. Peer Learning
• Students teaching and learning
from each other.
• Sharing ideas, knowledge and
experiences
• Emphasises interdependent as
opposed to independent learning
(Boud, 2001).
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20. 20
2015 Technology Outlook: Challenges

21. Rethinking the Roles
of Educators
Blended &
Online
Learning
Analytics
Personalised
Learning
Scholarship of
Teaching and
Learning
Open Education
OERsDigital literacies
Authentic
Assessment
SpacesMobile

22. LTU Mission
Our mission is to transform
practice across the
faculties and PAVE by
inspiring, enabling and
empowering teaching
staff to develop capacity
and capability in innovative
teaching and learning.
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23. LEARNING
TRANSFORMATIONS
PORTFOLIOS
Blended & Online
Learning
Personalised
Learning
and ePortfolios
Events, Seminars in
the Digital Aquarium
Graduate
Certificate of
Learning and
Teaching
Scholarship of
Learning and
Teaching
Learning Design
Authentic
Assessment
Learning
Transformations
Conference
Open Education,
Open Textbooks
OERs, MOOCs
PAVE

25. “We shape our tools and then
our tools shape us”
Marshall McLuhan (1967)
25

27. 27
Authentic Assessment/
Learning-oriented Assessment

28. Levels of 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’
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29. Learning-oriented Assessment
Assessment tasks
as learning tasks
Student involvement
in assessment
processes
Forward-looking
feedback

30. Assessment Tasks as
Learning Tasks
• Assessment tasks
determine student effort
• Tasks should require
distribution of student time
and effort (Gibbs &
Simpson, 2004).
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31. Student Involvement in
Assessment
• A Students begin to learn
about assessment
• Students begin to
determine the quality of
their own work
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32. Feedback as Feed-
Forward
• Feedback should be
timely and with a
potential to be acted
upon (Gibbs & Simpson,
2004)
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