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EduTECH 2018
The document discusses the integration of blended learning and innovative teaching practices in educational institutions to better prepare students for future challenges. It emphasizes the importance of active and personalized learning spaces, digital fluency, and lifelong learning, alongside principles for effective learning space design. Additionally, it highlights a focus on authentic assessments and the need for continuous improvement in teaching methodologies to enhance student learning experiences.
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EduTECH 2018
- 1. Blending Learning, Pedagogy,Technology and Space in a Connected World: Implications for Institutions, Teachers and Students Prof Mike Keppell Pro Vice-Chancellor, Learning and Teaching
- 2. !2 Preparing Students toSolve the Problems of the Future
- 3. !3 How Learning and Teachinghas Changed in a Connected World • Trends • Active learning • Learning spaces
- 5. !5 Active Learning • Engagesthe learner with problems, projects and professional portfolio. • Proactively shape their environment • Personalised learner collects evidence • Active learners are designers
- 6. !6 Learning Spaces • Physical,blended or virtual learning environments that enhance learning • 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
- 7. !7 Principles of LearningSpace 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
- 8. !8 Principles of LearningSpace 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)
- 11. X-space Classrooms toDevelop Students’ Communication & Critical Thinking Skills in the Collaborative Classroom
- 16. !16 Innovative Teaching in aConnected World • Blended learning • Authentic assessment • Professional development
- 17. !17 Blended Teaching andLearning • 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 andteaching spacesBlended Learning Institutional Blending
- 19. Learning-oriented Assessment Assessment tasksas learning tasks Student involvement in assessment processes Forward-looking feedback
- 21. Knowledge, skills and attitudesteachers need to thrive in a connected world • Digital fluency • Seamless teaching • Scholarship • Learning analytics
- 22. Seamless Teaching Digital Fluency Scholarship Learning Analytics Affordances Being informed bythe literature Continuity across spaces Continuous improvement of teaching
- 23. !23 Knowledge, skills and attitudesstudents need to thrive in a connected world • Digital literacies • Seamless learning • Self-regulated learning • Learning-oriented assessment • Lifelong learning • Flexible learning pathways • Life skills
- 24. !24 Digital Literacies • DigitalCompetency • knowing how to use digital tools • Digital Fluency • applying digital knowledge and skills • Digital Design • user-generated content • ‘learner-as-designer’
- 25. !25 Seamless Learning • On-campus •comfortable with formal and informal spaces • Virtual campus • comfortable with blended, online, social media • Anywhere • trains, cafes, teleworking
- 26. !26 Self-regulated Learning • Scaffoldedlearners • teachers scaffold learning • Strategic learners • learners begin to manage their own learning • Autonomous learners • learners become habitual learners
- 27. !27 Learning-oriented Assessment • Authenticassessment • learners participate in authentic assessment • Negotiated assessment • learners negotiate assessment with teachers • Self-assessment • learners act on ‘feedback as feed-forward’
- 28. !28 Life Wide 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).
- 29. !29 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
- 30. !30 Flexible Learning Pathways •Prescribed • fixed learning pathway • Flexible • learner has some choice through electives • Open education • learner constructs learning pathway to meet their needs
- 31. Life Skills &SHINE 2.0 Life Skills Modules Shine 2.0Module 1 - Life Skills for Success and Well-Being Module 2 - Millennials in Malaysia: Team Dynamics and Relationship Management Volunteering initiatives Leadership commitment Work experience Global experience Personal development To all first year first semester students under the Taylor’s curriculum framework
- 33. Institutional Priorities TeacherPriorities 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