This document discusses developing integrated learning curriculum to engage learners. It outlines guiding pedagogies such as authentic learning, authentic assessment, personalized learning, and peer learning. Authentic learning involves completing complex real-world tasks over time in collaboration, simulating real work. Authentic assessment engages learners in important real-life problems. Personalized learning focuses on learning pathways, ePortfolios, and empowering continual learning. Peer learning emphasizes interdependent learning through sharing ideas. The document also discusses blended learning, professional development expectations, and learning design workshops on topics like authentic and personalized learning.

1. CRICOS 00111D TOID 3059
DEVELOPING
INTEGRATED LEARNING
CURRICULUM TO
ENGAGE LEARNERS
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations

2. Overview
• Enhancing student experience
• Ecosystem
• Trends and challenges
• Guiding pedagogies
• Blended learning
• Role of educators
• Professional development

3. Ecosystem
Swinburne
Online
Open
Universities
Australia
Pathways and
Vocational
Education
Higher
Education
Work Integrated
Learning

4. Trends

5. Challenges

6. Guiding Pedagogies
• Authentic learning
• Authentic assessment
• Personalised learning
• Peer learning

7. 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)

8. 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).

9. 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)

14. Peer Learning
• Students teaching and
learning from each other.
• Sharing ideas, knowledge
and experiences
• Emphasises interdependent
as opposed to independent
learning (Boud, 2001).

15. 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).

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

18. Teaching Expectations
• Compliance with policies and
standards
• Practice alignment with the
Learning and Teaching
Strategy
• Capabilities and behaviours at
different levels of appointment
• Professional development and
scholarship

21. GCLT (HE)
• Compulsory Units:
• Nature of Learning and
Teaching (recommended
first unit) EDU60001
• Curriculum Design and
Assessment EDU60003
• Elective Units (two from following):
• Digital Learning Environments EDU60002
• Scholarly Teaching: to explore, evaluate and
improve EDU60004
• Dynamics of Diversity for Inclusive Learning and
Teaching
• EDU60005
• Design and Delivery for Online Learning
EDU60014

22. Learning Design Workshops
• Unit design (large first
year units, priority units,
UIP identified units)
• Majors/Discipline-based
learning design
• Course-based Learning
design
• Blended learning
• Authentic learning
• Authentic assessment
• Personalised learning
• OERs
• Mobile learning