What is the context? Learning transformations Deconstructing blended learning Places and spaces of blended learning Design opportunities Distributive leadership Changing mindsets

1. Emerging Technology and Online
Learning Trends
Professor Mike Keppell
Pro Vice-Chancellor, Learning
Transformations
11 September 2015
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2. Overview
• What is the context?
• Learning transformations
• Deconstructing blended
learning
• Places and spaces of
blended learning
• Design opportunities
• Distributive leadership
• Changing mindsets
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3. What is the
Context?
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8. 8
2015 Technology Outlook: Trends

9. 9
2015 Technology Outlook: Challenges

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

11. Learning
Transformations
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12. 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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13. Activities
We work collaboratively with learning and teaching
staff through a range of activities to achieve this
mission:
Learning design workshops
Blended and online learning
Authentic assessment
Seminars, events, and showcasing emerging
technologies in the Digital Aquarium
Graduate Certificate of Learning and Teaching
Scholarship of Teaching and Learning
Transforming Learning Conference
Promoting personalised learning through ePortfolios
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14. Deconstructing Blended
Learning
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15. • 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.
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Blended Learning

16. •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.
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Flexible Learning

17. •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).
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Blended and Flexible Learning

18. Places and Spaces of
Blended learning
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19. Formal
On-campus
Informal
On-campus
Informal
Off-campus
Blended
Learning
Face-to-Face Campus

20. Formal
On-campus
Informal
On-campus
Formal/Informal
Off-campus
Blended
Learning
Face-to-Face Campus

21. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning
Spaces
Academic

22. Virtual Learning Spaces

23. Design Opportunities
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24. •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

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

26. 25
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).
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Interactions

27. Distributive Leadership
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28. • http://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013
• http://learningleadershipstudy.wordpress.com
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29. 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.
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30. Changing Mindsets
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31. 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.
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32. 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).
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33. 25
Learner Mindsets
Digital literacies (competencies, fluency, design)
Seamless learning (formal, informal, F2F,
blended, online, mobile)
Self-regulated learning (scaffolded, strategic,
autonomous)
Learning-oriented assessment (authentic,
negotiated, self-assessment)
Life-long learning (short-term, future-focussed,
being a learner)
Learning pathways (prescribed, electives, open)
(Keppell, 2015)
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34. Institutional Mindsets
•Encouraging teacher and learner
mindsets
•Embracing blended learning throughout
all learning and teaching and assessment
•Utilising distributive leadership to create
strategic change
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36. 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.
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37. 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.
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38. 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
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