the blended learning landscape
TRANSCRIPT
The Blended Learning Landscape: Opportunities in a
Digital Age
La Trobe University Learning and Teaching Colloquium 5th December 2013 - Melbourne
Professor Mike Keppell Executive Director
Australian Digital Futures Institute Director, Digital Futures - CRN
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Overviewn Trends
n Opportunities
n Student characteristics
n Design
n Interactions
n Literacies
n Spaces
n Assessment
n Leadership
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Trends
Horizon Report
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Opportunities
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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New Generation Students !
Rapport with technology
Design
Learning Designs
Enabling blends These address issues of access and equity and add flexibility. !Enhancing blends These focus on incremental changes to the pedagogy in both the face-to-face and online components. !Transforming blends Transformation of the pedagogy. Major redesign of teaching and learning e.g. online PBL.
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Forms of Blended LearningActivity-level blending !Subject-level blending !Degree-level blending !Institutional-level blending
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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)
Interactions
Digital Literacies Landscape
Europe - Digital Agenda Scoreboard 2012n 73% of households had access to the internet n A lack of skills is the second most important reason
for not having access to the internet n Only 53% of the labour force - confident that they
had sufficient digital skills to change jobs. n Age, gender, and education remain the key
challenges. Older people, women, those with lower levels of education tend to have lower level digital skills.
n http://ec.europa.eu/digital-agenda/sites/digital-agenda/files/scoreboard_digital_skills.pdf
!!!
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Literacy is a contested conceptn There is currently no universally accepted
definition of media literacy, information literacy, digital literacy, or even of “media” itself.
n The digital divide is much more than a ‘technology access’ divide; without the skills to use the technologies an even greater divide emerges – the information literacy divide.
n http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/unesco_mil_indicators_background_document_2011_final_en.pdf
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Wheeler Digital Literacies
n Social networking skills n Transliteracy skills n Maintaining Privacy n Managing Identity n Creating content n Organising and sharing content n Reusing/repurposing content n Filtering and selecting content n Self broadcasting
!!http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.html
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Mindfulness (Rheingold, 2010)
LiteraciesnLiteracy is no longer “the ability
to read and write” but now “the ability to understand information however presented.”
nCan't assume students have skills to interact in a digital age
nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)
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ADFI Digital Literacies
ADFI - Vision
‣Digital literacies that transform the knowledge & skills of society
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Learning Spaces
Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:
n enhance learning nthat motivate learners npromote authentic learning interactions
nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).
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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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CSU Learning Commons
Comfort Aesthetics
Flow Equity
Blending Affordances Repurposing
Comfort Aesthetics
Flow Equity
Blending Affordances
Repurposing
!Technology-enhanced Active Learning (TEAL) Centre
Affordances - Blending
Discipline Pedagogies
!‘Plasma to
Chalkboard’ for Physics Professors
!Affordances
Virtual Learning Spaces
Blending - Affordances - Equity?
Seamless Learning
Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).
Mobility
nGlobal mobility nMobility of people nTechnologies to support
mobility nAdapting our teaching and
learning? nAssessment?
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Learning-oriented Assessment
Learning-oriented Assessment
Assessment tasks as learning
tasks
Student involvement in
assessment processes
Forward-looking feedback
Forward-looking FeedbacknStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work.
nFeedback should be less final and judgemental (Boud, 1995)
nFeedback should be more interactive and forward-looking (Carless, 2002; Keppell 2005)
nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
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Leadership
Managing institutional change through distributive leadership approaches:Engaging academics and teaching support staff in blended and flexible learning
M. Childs, M Brown, M. Keppell, Z Nicholas, C. Hunter and N. Hard
nhttp://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013
nhttp://learningleadershipstudy.wordpress.com
Principlesn Innovation (in BFL and DE) needs to be aligned to
institution vision, and the institution needs to manage the tensions that can exist between alignment (to vision); and creativity and innovation.
n Good practice in BFL and DE needs to be manifested through sustainable, consistent and supported opportunities (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013).
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Principlesn Regardless of the strategy or activity, commitment
to approaches that enable academics to take time, collaborate, share, network and connect are the key to innovation in BFL and DE. (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013).
n Keppell, M.J., O’Dwyer, C., Lyon, B., & Childs, M. (2010). Transforming distance education curricula through distributive leadership. ALT-J, 18:3, 165 - 178.
n http://www.slideshare.net/mkeppell/2010-alt-jkeppell
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New Mindsets
New MindsetsnFocus on the opportunities of
blended learning at the activity, subject, degree and institutional perspective.
nContinually examine the affordances of emerging technologies for learning purposes
nPrivileging learning-oriented assessment
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New MindsetsnPrivileging diverse places of
learning as opposed to a singular place of learning
nPrivileging mobile learning and teaching access to enhance seamless learning
nEmbedding digital literacies into all aspects of learning, teaching and curriculum
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http://www.youtube.com/watch?v=M7FIvfx5J10
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Questions?
Linksn http://www.slideshare.net/mkeppell/csu-report-
jov3hrtd05082013
n http://learningleadershipstudy.wordpress.com
n http://www.slideshare.net/mkeppell/massey-report-hr24072013td27072013
n http://www.slideshare.net/mkeppell/final-report-10-good-practice-report
n http://www.slideshare.net/mkeppell/distributed-spaces-for-learning
n http://www.slideshare.net/mkeppell/2010-alt-jkeppell
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