Online and Blended Learning: Visions, Challenges & Opportunities
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Transcript of Online and Blended Learning: Visions, Challenges & Opportunities
Online and Blended Learning:
Visions, Challenges & Opportunities
Professor Jeremy B Williams The Asia Pacific Management Centre
Griffith University
Griffith International SummitSanctuary Cove
16 July 2013
@jeremybwilliams
slideshare.net/jembwilliams
#GISummit
@jeremybwilliams
Today’s date:
16 July 2016
A RETROSPECTIVE
:
Early 2013:
Scepticism and denial
Disruptive Innovation
MOOCs … coming to a university near you
“The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor … When outstanding becomes so easily available, average is over.”
Thomas L. Friedman
Mid-2013:
Economic reality bites
Alan Tudge, Federal Member for Aston and Chairman of the Coalition’s Online Higher Education Working Group
✔
✔
“Things take longer to happen than you think they will, and then they happen faster than you think they could”
Lawrence Summers
Late 2013:
A New Griffith
participatory
flexible
authentic
Multi-modal in format: catering to different learning styles and different life styles
Learner centric: student as consumer and producer of knowledge
Assessment of learning grounded in reality: outcome driven learning; learning that lasts beyond the test
NEW LEARNING MODEL
Onefully digitised
Curriculum
Oneset of
Learning
Outcomes
MultiplePedagogies
Student
Choice… lifestyle;
learning style
F2Fon
campus
F2Fwebinar
Online
asynchronous
delivery
Intensive
delivery
blogs
wikis
Streamed
Audio
Discussion
Forum
Streamed
Video
The New Griffith learning model gave a new impetus to international student recruitment:
Blended delivery offshore/ onshore reducing cost for prospective students
Innovative collaborations with overseas institutions; e.g. Pakistan
The One Curriculum-Multiple Pedagogies model avoided problems with ESOS regulations because an international student does not enrol in ‘distance and/or online learning’ mode
Early 2014:
The new workload model
Mainstream the
Under pressure from the NTEU because of potential job losses, Griffith University management agreed to a new work load formula
F2F on campus class time was reduced to 12 hours per semester in all courses where curriculum was digitised and a ‘flipped classroom’ was implemented
Admin systems were streamlined
‘Teaching preparation’ was redefined to include ‘content curation’
Academics time freed up for research and publication
Up-skilling for the new learning model required new work
practices
Librarian
BlendedLearningAdvisor
CurriculumConsultant
Research Assistant
Junior Faculty Adjunct
FacultyJunior Faculty
EducationalDesigner
Senior Faculty
Late 2014:
The emergence of the digitally literate academic
The new
tool kit
Instrinsic motivation
Source: http://www.slideshare.net/dajbelshaw/telic-the-essential-elements-of-digital- literacies
Griffith MBA App
Search iTunes Store for:
“Griffith MBA”
@greenstratdoc
21st century literacies …
Develop proficiency and fluency with the tools of technology
Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought
Design and share information for global communities to meet a variety of purposes
Manage, analyse, and synthesize multiple streams of simultaneous information
Create, critique, analyze, and evaluate multimedia texts
Attend to the ethical responsibilities required by these complex environments.
http://edudemic.com/2013/04/important-21st-century-skills/
Early 2015:
Breaking free
VLE PLE
2016:
Consolidation
In conclusion …
authenticlearning.wordpress.com
@jeremybwilliams
au.linkedin.com/in/jembwilliams
slideshare.net/jembwilliams