!Changing Mindsets, Changing Practice:

Adventures with Technology in Learning and Teaching

!Monash College

Student Centred Learning in Higher Education Diplomas Developing Practice Conference August, 5-6 2014 - State Library Victoria

Professor Mike Keppell Executive Director

Australian Digital Futures Institute Director, Digital Futures - CRN

Adventures don’t always go to plan…

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Overview!

nRole of Technology nPersonal perspective nDynamic landscape nFive adventures we

need to make to change practice

nMindsets

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Role of Technologyn Enable new types of

learning experiences

n Enrich existing learning scenarios

n Intellectual expression and creativity

n (Laurillard, Oliver, Wasson & Hoppe, 2009, p.289)

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Design Educational Technology

Innovation Solving real-world problems

Authentic learning

interactionsTransformation

Leadership

Personal Perspective

Dynamic Context

2014 NMC Technology Outlook for Australian Tertiary Education

Adventures with Interactions

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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).

Interactions

Adventures with Blended Learning

Formal On-campus

Informal On-campus

Formal/Informal Off-campus

‘The Campus’

Personalised Learning

StrategiesBlended Learning

Flexible learningnFlexible 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 LearningnBlended 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).

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Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Virtual Learning Spaces

SKG Learn ing Space Design Principles

Q u e s t i o n s f o r Personalised Learners

Comfort: a space which creates a physical and mental sense of ease and well-being.

Are the chairs, tables, and furniture conducive to learning in this space? You might want to test them out before committing to this learning space. How comfortable do you think this space will be for learning? Is the space noisy or quiet?

Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose.

What features of the learning space might assist your learning?

Flow: the state of mind felt by the learner when totally involved in the learning experience.

What features of this space promote your learning engagement? Do you feel you can engage with your work in the learning space? Are you looking for a quiet or noisy space?

Equity: consideration of the needs of cultural and physical differences.

Do you think the learning space is inclusive for you and any team members with whom you might be working?

Blending: a mixture of technological and face-to-face pedagogical resources.

Can you utilise your computer, tablet or mobile device in the learning space? How easy is it for you to connect to the network?

Af fo rdances : the “ac t i on possibi l i t ies” the learning environment provides the users.

What does this learning space allow you to do that you cannot do in another space? What action possibilities are you looking for in this learning space?

Repurposing: the potential for multiple usage of a space (Souter, Riddle, Sellers & Keppell, 2011).

Can you rearrange tables and chairs to create your own learning area?

Learning DesignsnEnabling blends Address issues of access and equity. !nEnhancing blends Incremental changes to the pedagogy. !nTransforming blends Transformation of the pedagogy.

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Forms of Blended LearningActivity-level blending !Subject/course-level blending !Program/degree-level blending !Institutional-level blending

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Adventures with Good Practice Reports

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n264 ALTC projects and 52 fellowships

nCommissioned 11 GPRs

Good Practice Reports

http://nataonthenet.blogspot.com.au/p/altc-good-practice-reports.html

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nA focus on learning design allows academics to model and share good practice in learning and teaching

Authentic learning provides a means of engaging students through all aspects of curricula, subjects, activities and assessment

Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities

TELT - Outcomes

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Engaging teaching approaches are key to student learning

Technology-enhanced assessment provides a flexible approach to provide feedback to students

Integrating technology-enhanced learning and teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline

Knowledge and resource sharing are central to a vibrant community of practice

TELT - Outcomes

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Academics require online teaching strategies to effectively teach in technology-enhanced higher education environments

Academics need a knowledge of multi-literacies to teach effectively in contemporary technology-enhanced higher education

Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development and community engagement.

TELT - Outcomes

Adventures with Change Management

!n http://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013 n http://learningleadershipstudy.wordpress.com

Distributive LeadershipnCharacteristics: collaboration, shared purpose, responsibility and recognition of leadership irrespective of role within an organisation.

nCentral premise: good leadership is foundational to good learning and teaching practice.

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Principles

n Innovation (in BFL and DE) needs to be aligned to institution vision.

n Institution needs to manage the tensions that can exist between alignment (to vision); and creativity and innovation.

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Principles!

n Good practice in BFL and DE needs to be manifested through sustainable, consistent and supported opportunities

n (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013).

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Adventures with Open Education

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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).

Teaching Mindsets

Institutional MindsetsnEncouraging

teaching mindsets

nEmbracing blended learning throughout all learning and teaching

nUtilising distributive leadership to create strategic change

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Institutional Mindsets

nConsider utilising Good Practice Reports as resources

nConsider utilising Open Education and Open Educational Resources

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Teaching for Learning with Digital Technology Monash College Developing Practice Afternoon Conference State Library Victoria Wednesday August 6, 2014