Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age
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 Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• 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.
References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. 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.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
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.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
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.
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
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.
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
2021 KTH SoTL keynote on Learning SpacesInge de Waard
Learning spaces become ever more important if we want to stay on top of the need to re/upskill people. The learning space of a university now coincides with professional learning spaces and personal learning spaces. Which learning spaces are there, and which actions do we need to take to increase the effect of learning spaces on the necessary learning? Have a look.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
2021 KTH SoTL keynote on Learning SpacesInge de Waard
Learning spaces become ever more important if we want to stay on top of the need to re/upskill people. The learning space of a university now coincides with professional learning spaces and personal learning spaces. Which learning spaces are there, and which actions do we need to take to increase the effect of learning spaces on the necessary learning? Have a look.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age
1. Innovative Pedagogies in a
Connected World: Strategies
for Teaching in a Digital Age
Mike Keppell
Third Distance Higher Education
World Congress
Bogata, Colombia May 17-19th
1
3. Setting the Stage
• Challenges we face in aligning
our educational approaches so
that students can solve
problems ‘worthy of attention’
• Need to transcend traditional
tendencies present in curricula
• Solving global problems from a
‘glocal’ perspective
• Generating scenarios that lead
to development strategies and
outcomes
3
4.
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
5
6. How learning and
teaching has changed
in a connected
world
• Active learning
• Learning spaces
• Central role of
technology
6
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.
7
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.
8
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).
9
13. Innovative teaching
in a connected
world
• Blended learning
• Authentic assessment
• Professional
development
13
14. Blended Learning
• Institutional blending: formal
teaching spaces, informal learning
spaces, virtual learning and teaching
spaces
• Blended teaching: being aware
of the affordances of spaces and
technologies to optimise learning
• At the Course or Unit level
blended learning focuses on
designing learning
interactions (interactive
learning, networked learning,
learner-generated content,
authentic assessment) across
face-to-face and online learning
spaces.
14
17. 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)
17
18. 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).
18
21. Knowledge, skills and
attitudes teachers
need to thrive in a
connected world
• Digital fluency
• Seamless teaching
• Scholarship
• Learning analytics
21
22. Digital Fluency
• Teachers will need to focus on
the affordances of spaces
and learning technologies
to be digitally fluent in a
connected world.
22
23. Seamless Teaching
• Continuity of learning across a
combination of locations, times,
technologies or social settings
(Sharples, et al, 2012, 2013).
23
24. Scholarship
• Being informed by the literature
• Experimenting and collecting
evidence
• Making your experimentation
public
24
25. 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
25
26. 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
26
27. 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)
27
28. 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
28
29. 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’
29
30. Seamless Learning
• On-campus
• comfortable with formal and
informal spaces
• Virtual campus
• comfortable with blended,
online, social media
• Anywhere
• trains, cafes, teleworking
30
31. Self-regulated
Learning
• Scaffolded learners
• teachers scaffold learning
• Strategic learners
• learners begin to manage
their own learning
• Autonomous learners
• learners become habitual
learners
31
32. 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’
32
34. 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).
34
35. 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
35
36. Flexible learning
Pathways
• Prescribed
• fixed learning pathway
• Flexible
• learner has some choice
through electives
• Open education
• learner constructs learning
pathway to meet their needs
36