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.

1. Innovations in Teaching Seminar IITS
2017Pedagogies of learning technologies:
how does technology create new possibilities for learning?
3 Oct 2017, Tuesday
Lecture Theatre 7 (NS1-02-03)
8.30am to 5.00pm
Organized by Centre for IT Services (CITS),
in collaboration with
Teaching, Learning & Pedagogy Division
(TLPD).
Keynote Speaker
Mike KEPPELL
Pro Vice-Chancellor, Learning Transformation Swinburne
University of Technology
Assuring Best Practice in Learning and Teaching:
Priorities for Institutions, Teachers and Learners in a Connected World
Innovations in Teaching Seminar IITS 2017
Pedagogies of learning technologies:
how does technology create new possibilities for learning?
3 Oct 2017, Tuesday
Lecture Theatre 7 (NS1-02-03)
8.30am to 5.00pm
Organized by Centre for IT Services (CITS),
in collaboration with
Teaching, Learning & Pedagogy Division
(TLPD).
Keynote Speaker
Professor Mike KEPPELL
Former Pro Vice-Chancellor and Professor, Learning Transformations
Swinburne University of Technology
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,
Teachers and Learners in a Connected World

2. Values
• Reflect the fundamental beliefs that underpin
everyday decisions and actions.
• Inclusive: promote equity
• Innovative: emerging ideas
• Transformative: thoughtful redesign
• Interdisciplinary: cross discipline
• Collaborative: collaboration
• Sustainable: generative strategies
• Connected: connected world
• Evidence-based: scholarship & research
• Open: opportunities of open education

3. Innovations in Teaching Seminar IITS
2017Pedagogies of learning technologies:
how does technology create new possibilities for learning?
3 Oct 2017, Tuesday
Lecture Theatre 7 (NS1-02-03)
8.30am to 5.00pm
Organized by Centre for IT Services (CITS),
in collaboration with
Teaching, Learning & Pedagogy Division
(TLPD).
Keynote Speaker
Mike KEPPELL
Pro Vice-Chancellor, Learning Transformation Swinburne
University of Technology
Assuring Best Practice in Learning and Teaching:
Priorities for Institutions, Teachers and Learners in a Connected World
Preparing Students to Solve
the Problems of the Future

5. Overview
• How learning and teaching has changed in a
connected world
• Innovative teaching in a connected world
• Knowledge, skills and attitudes teachers
need to thrive in a connected world
• Knowledge, skills and attitudes learners
need to thrive in a connected world

6. • Active learning
• Learning spaces
• Central role of technology
How Learning and Teaching has
Changed in a Connected World

7. Active Learning
• Active learning places the student at the
centre of the learning process
• Engages the learner through authentic
learning, solving problems, working on
relevant projects and contributing to
their professional portfolio.
• Challenging and motivating projects focus
on meaningful tasks, real-world issues,
generative tasks, collaborative activities and
teachers as facilitators.

8. Active Learning
• Solving problems creates life-long learners
who graduate possessing the ability to
proactively shape their
environment
• The personalised learner collects
evidence, reflects on their learning, and
achieves learning outcomes that are
integrated into their professional portfolio.
• Active learners are designers who
create media-rich assessments that
exemplifies their 21st century skills
embodying their creativity, design thinking
and responsibility for their own learning.

9. Learning Spaces
• Physical, blended or virtual learning
environments that enhance learning
• Physical, blended or virtual ‘areas’ that
motivate a learner to learn
• Spaces where both teachers and
learners optimise the perceived and
actual affordances of the space
• Spaces that promote authentic
learning interactions (Keppell &
Riddle, 2012, 2013).

10. Principles of Learning Space
Design
• Comfort: a space which creates a
physical and mental sense of ease and well-
being
• Aesthetics: pleasure which includes the
recognition of symmetry, harmony,
simplicity and fitness for purpose
• Flow: the state of mind felt by the learner
when totally involved in the learning
experience

11. Principles of Learning Space Design
• Equity: consideration of the needs of
cultural and physical differences
• Blending: a mixture of technological and
face-to-face pedagogical resources
• Affordances: the “action possibilities”
the learning environment provides the
users
• Repurposing: the potential for multiple
usage of a space (Souter, Riddle, Keppell,
2010)

15. Informal
Central Role of Technology

16. Innovative Teaching in a
Connected World
• Blended learning
• Authentic assessment
• Professional development

17. Blended Teaching and Learning
• Institutional blending: formal,
informal and virtual spaces
• Blended teaching: being aware of the
affordances of spaces and technologies
to optimise learning
• Blended learning:
• Active learning
• Interactive learning
• Networked learning
• Learner-generated content
• Authentic assessment

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

19. 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)

20. 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).

22. Professional Development

23. Knowledge, skills and attitudes
teachers need to thrive in a
connected world
• Digital fluency
• Seamless teaching
• Scholarship
• Learning analytics

24. Digital Fluency
• Teachers will need to focus on the
affordances of spaces and learning
technologies to be digitally fluent in a
connected world.

25. Seamless Teaching
• Continuity of learning across a combination
of locations, times, technologies or social
settings (Sharples, et al, 2012, 2013).

26. Scholarship
• Being informed by the literature
• Experimenting and collecting evidence
• Making your experimentation public

27. Learning Analytics and Surveys
Learning Analytics
• To benefit retention by enabling the
identification of disengaged and at risk students
• To identify the characteristics of successful
students
• To support the continuous improvement of
teaching
Surveys
• Using data to identify where an intervention is
needed e.g. undertake learning design with units
where student satisfaction is low.
• Follow-up surveys determine the success of the
intervention

28. TEQSA and QILT
Threshold Standards
• Student participation and attainment
• Learning environment
• Teaching e.g. programme design
• Research and research training
• Institutional quality assurance
• Governance and accountability
• Representation, information and
information management

29. Knowledge, skills and attitudes
students need to thrive in a
connected world
• Digital literacies
• Seamless learning
• Self-regulated learning
• Learning-oriented assessment
• Lifelong learning
• Flexible learning pathways

30. Personalised Learning
• The knowledge, skills and attitudes that
enable learning and act as a catalyst to
empower the learner to continue to learn
(Keppell, 2015)
• Learning pathways
• Professional portfolios (ePortfolios)

31. Knowledge, skills and Attitudes
• Knowledge is now co-created
• Skills form a basis for learning
• Attitudes influence beliefs and behaviours
• Growth mindset (Dweck, 2006)
• Openly seek challenge

32. Digital Literacies
• Digital Competency
• knowing how to use digital tools
• Digital Fluency
• applying digital knowledge and skills
• Digital Design
• user-generated content
• ‘learner-as-designer’

33. Seamless Learning
• On-campus
• comfortable with formal and informal
spaces
• Virtual campus
• comfortable with blended, online, social
media
• Anywhere
• trains, cafes, teleworking

34. Self-regulated Learning
• Scaffolded learners
• teachers scaffold learning
• Strategic learners
• learners begin to manage their own
learning
• Autonomous learners
• learners become habitual learners

35. 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’

36. Learning-oriented Assessment
Assessment tasks as learning
tasks
Student involvement in
assessment processes
Forward-looking feedback

37. Lifelong Learning
• Encompasses both formal and
informal learning, self-motivated
learning.(Watson, 2003).
• Life-wide learning “contains many parallel
and interconnected journeys and
experiences…” (Jackson, 2010, p. 492).

38. Lifelong Learning
• Short-term
• learners are focussed on current courses
• Future-focussed
• relates courses to future job
• Being a learner
• learning becomes a customary practice

39. Flexible Learning Pathways
• Prescribed
• fixed learning pathway
• Flexible
• learner has some choice through
electives
• Open education
• learner constructs learning pathway to
meet their needs

40. Preparing Students to
Solve the Problems of
the Future

41. Institutional Priorities Teacher Priorities Learner Priorities
Focus on Problems and
projects
Digital fluency Digital literacies
Wider range of learning
spaces
Seamless teaching Seamless learning
Technology infrastructure Technology affordances Self-regulated learning
Student experience Authentic assessment Learning-oriented assessment
Modes (blended and online) Scholarship Lifelong and life wide learning
Fewer exams Learning analytics Flexible learning pathways

42. Further Links
LinkedIn:
http://www.linkedin.com/in/mikekeppell
Slideshare:
http://www.slideshare.net/mkeppell
Website:
http://www.mikekeppell.com
Photography:
http://www.michaelkeppell.com

43. 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.

44. 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.

45. 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/
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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
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