Learning Transformations: Blended Learning

Swinburne

SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN

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Overview

About Swinburne

Learning transformations

Learning spaces

Seamless learning

Personalised learning

Authentic assessment

Blended learning

Swinburne Online

Open education

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About Swinburne

Faculty of Business & Law

Faculty of Health, Arts & Design

Faculty of Science, Engineering & Technology

Pathways and Vocational Education

Retention and success

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Learning Transformations

Engaged Learning

Innovative Teaching

Reaching More Students

Outstanding Graduate Outcomes

authentic learning learning design GCLT

authentic assessment

blended learning

personalised learning

personalised learning analytics

portfoliosmobileOERs

scholarship

GCLT

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Learning Spaces

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Defining Learning Spaces

Physical, blended or virtual learning environments that enhance learning

Physical, blended or virtual ‘areas’ that motivate a learner to learn

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Defining Learning Spaces

Spaces where both teachers and learners optimise the perceived and actual affordances of the space; and

Spaces that promote authentic learning interactions (Keppell & Riddle, 2012, 2013).

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Seamless Learning

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Seamless Learning

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

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Personalised Learning

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I define personalised learning as the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)

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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

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Personalised Learning Toolkit

Digital literacies Seamless learning Self-regulated learning Learning-oriented assessment Lifelong and life-wide learning Flexible learning pathways (Keppell in-press)

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Authentic Assessment

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Learning-oriented Assessment

Assessment tasks as learning tasks

Student involvement in assessment processes

Forward-looking feedback

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Assessment Tasks as Learning Tasks

Assessment tasks determine student effort Tasks should require distribution of student time and effort (Gibbs & Simpson, 2004)

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Student Involvement in Assessment

Students begin to learn about assessment Students begin to determine the quality of their own work

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Feedback as Feedforward

Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)

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Blended Learning

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Blended Learning nThe blurring of face-to-face

learning and teaching and online learning is a significant shift for both learners and teachers.

nThe growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education.

Formal On-campus

Informal On-campus

Informal Off-campus

Blended Learning

Face-to-face ‘Campus’

Formal On-campus

Informal On-campus

Formal/Informal Off-campus

Blended Learning ‘Campus’

Blended Learning

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Flexible Learning

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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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 (Keppell, 2010, p. 3; Garrison & Vaughan, 2008).

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Learning Designs

Enabling blends Address issues of access and equity.

Enhancing blends Incremental changes to the pedagogy.

Transforming blends Transformation of the pedagogy (Graham, 2006).

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Forms of Blended Learning

Activity-level blending Unit/Subject/Course-level blending Course/Program/Degree-level blending Institutional-level blending (Graham, 2006).

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Interactions

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) (Moore, 1989; Keppell, 2014).

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Online Learning

Open Universities Australia

Swinburne Online

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Open Learning

Open Educational Resources

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OERu

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Disaggregation

“One of the cornerstones of the OERu philosophy is that the components of higher education that are traditionally packaged together in a single institution can be disaggregated and provided by different institutions”

(McGreal, Conrad, Murphy, Witthaus, & Mackintosh 2014, p.127).

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Partners, Sponsors, Donors

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Learning Designfor

Blended LearningOnline Learning

Spaces Seamless Learning


Authentic Assessment

Open Educational Resources

Mobile Learner and

Teacher

Authentic Learning

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ReferencesCarless, D. (2014). Exploring learning-oriented assessment processes. Higher Education.

Dweck, C. (2006). Mindset: How you can fulfil your potential. Constable and Robinson, Ltd. London.

Graham, C.R. (2006). Blended learning systems: definition, current trends, and future directions. In C. Bonk & C.R. Graham, The handbook of blended learning (3-21). San Francisco: John Wiley and Sons.

Jackson, N. J. (2010). From a curriculum that integrates work to a curriculum that integrates life: Changing a university’s conceptions of curriculum. Higher Education Research &Development, 29(5), 491-505. doi:10.1080/07294360.2010.502218

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.

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.

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ReferencesKeppell, 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.

McGreal, R., Conrad, D., Murphy, A., Witthaus, G., & Mackintosh, W. (2014). Formalising informal learning: Assessment and accreditation challenges within disaggregated systems. Open Praxis, 6(2), 125-133.https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/114-540-2-PB.pdf

Moore, M.G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–6.

Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.

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

Watson, L. (2003). Lifelong learning in Australia (3/13). Canberra, Australia: Commonwealth of Australia.

Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies

https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/114-540-2-PB.pdf

http://space.org/KnowingKnowledge_LowRes.pdf

http://documents.skgproject.com/skg-final-report.pdf

http://steve-wheeler.blogspot.com.au/

Learning Transformations: Blended Learning

Education

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