This document discusses innovative approaches to blended and flexible learning from different disciplinary perspectives. It provides an overview of blended and flexible learning and perceptions from teaching fellows. Specifically, it discusses how blended learning requires considering student needs and resources together. While some see it as good teaching, others view it as a buzzword. The document also defines flexible learning and blended/flexible learning as design approaches that optimize student engagement and learning outcomes regardless of study mode. Finally, it discusses how a transformative learning approach can increase reflection, critical thinking, and innovation in teaching practices.

1. INNOVATIVE AND TRANSFORMATIVE
APPROACHES TO BLENDED AND
FLEXIBLE LEARNING - DISCIPLINARY
PEDAGOGY AND PERSPECTIVES
Professor Mike Keppell
Director, The Flexible Learning Institute &
Professor of Higher Education
Charles Sturt University
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2. OVERVIEW
Overview
What is blended and
flexible learning?
Transformative learning
Perceptions from fellows
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3. PERSPECTIVES ON BLENDED
LEARNING
Blended learning means that you need to look at the
cohort, and the resources, the lesson, curriculum and put it
all together. It requires a change of language. I see it as
using technology for enhancing learning and it allows you
to cater more for differences, for the different needs of the
student body (Teaching Fellow, 2008).
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4. PERSPECTIVES ON BLENDED
LEARNING
The reason I’m a bit cynical about it (blended learning) is
that I think it’s a matter of good teaching that you do...
anyway. It’s a bit of a jargon word, I think, but I can
understand the need to have it for the increased range of
technologies (Teaching Fellow, 2008).
… It’s very, very hard to get people who come on campus to
want to do something that’s not face-to-face and it’s very
hard to get people who want to be totally flexible and do
something at two o’clock in the morning by themselves to
actually want to engage with other people (Teaching Fellow,
2008).
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5. FLEXIBLE LEARNING
“Flexible learning” provides opportunities to
improve the student learning experience through
flexibility in time, pace, place (physical, virtual, on-
campus, off-campus), mode of study (print-based,
face-to-face, blended, online), teaching approach
(collaborative, independent), forms of assessment
and staffing. It may utilise a wide range of media,
environments, learning spaces and technologies for
learning and teaching.
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6. BLENDED & FLEXIBLE
LEARNING
“Blended and flexible learning” is a design
approach that examines the relationships between
flexible learning opportunities, in order to optimise
student engagement and equivalence in learning
outcomes regardless of mode of study (Keppell,
2010, p. 3).
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7. BALANCE
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8. TRANSFORMATIVE
LEARNING
An enhanced understanding of pedagogy and of their
own pedagogical approach.
An increased capacity and willingness to reflect upon
their own practice.
A willingness to think critically about received ideas
and conventional approaches.
Readiness to innovate, to accept technological
change and to build effective pedagogic connections
between face-to-face and online teaching strategies.
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9. TRANSFORMATIVE
LEARNING
Renewed confidence with regard to leading and
adopting change and innovation among their peers and
within their own schools.
Being empowered to negotiate perceived
technological and institutional barriers to change.
Preparedness to maximize the time/space
opportunity of the Fellowship to actively engage
in meaningful and relevant activities for their individual
context.
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10. BLENDED AND FLEXIBLE
LEARNING APPROACHES
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11. http://www.csu.edu.au/division/landt/flexible-learning/
http://www.ascilite.org.au/
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