designing blended learning opportunities

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The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions. Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience. Teachers need to adopt a design perspective in the blended learning and teaching environment. Design thinking by its nature is strategic and future focussed. It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.


  • 1. !Designing Blended LearningOpportunities: Principles for aDigital Age!Designing for Learning Showcase (D4L)University of Western SydneyWerrington South Campus, PenrithDecember, 4 2014Professor Mike KeppellExecutive DirectorAustralian Digital Futures InstituteDirector, Digital Futures - CRN

2. If you can dreamit, you can do it.Always rememberthat this wholething was startedwith a dream anda mouse.!2 Walt Disney Company 3. OverviewnWhat is the context?nExpectationsnDeconstructingblended learningn Places and spaces ofblended learningnDesign opportunitiesnChange managementnChanging mindsets3 4. What is the Context? 5. 2014 NMC Technology Outlook forAustralian Tertiary Education 6. Expectations 7. UWS Graduate Attributesn Commands multiple skills and literaciesto enable adaptable lifelong learningn Demonstrates knowledge ofIndigenous Australia through culturalcompetency and professional capacityn Demonstrates comprehensive, coherentand connected knowledgen Applies knowledge throughintellectual inquiry in professional orapplied contextsn Brings knowledge to life throughresponsible engagement andappreciation of diversity in an evolvingworld10 8. DeconstructingBlended Learning 9. Blended LearningnThe blurring of face-to-facelearning and teaching andonline learning is a significantshift for both learners andstaff of universities.nThis disintegration of thedistinction and the growingacceptance that learningoccurs in different placespresents both exciting andchallenging opportunities forhigher education.12 10. Flexible learningnFlexible learningprovides opportunitiesto improve the studentlearning experiencethrough flexibility intime, pace, place,mode of study,teaching approach,forms of assessmentand staffing.13 11. Blended & Flexible LearningnBlended and flexiblelearning is a designapproach that examinesthe relationshipsbetween flexiblelearning opportunities,in order to optimisestudent engagement.(Keppell, 2010, p.3;Garrison & Vaughan,2008).14 12. Places and Spaces ofBlended Learning 13. Face-to-face CampusFormalOn-campusInformalOn-campusInformalOff-campus BlendedLearning 14. Blended Learning CampusFormalOn-campusInformalOn-campusFormal/InformalOff-campusBlendedLearning 15. DistributedLearning SpacesPhysical BlendedVirtualFormal Informal Formal InformalMobile PersonalAcademicOutdoor ProfessionalPractice19 16. Virtual LearningSpaces 17. Design Opportunities 18. Learning DesignsnEnabling blendsAddress issues of access andequity.!nEnhancing blendsIncremental changes to thepedagogy.!nTransforming blendsTransformation of thepedagogy.23 19. Forms of Blended LearningActivity-level blending!Subject/course-levelblending!Program/degree-levelblending!Institutional-levelblending25 20. Example 21. 25InteractionsInteractive learning (learner-to-content)Networked learning (learner-to-learner;learner-to-teacher)Student-generated content (learner-as-designers).Connected students (knowledge is in thenetwork)Learning-oriented assessment(assessment-as-learning) (Keppell, 2014). 22. Learning Design PrinciplesnMake explicit links tothe Maths and ScienceAustralian CurriculumnConsider therelationship of thecontent to years 7 & 8and years 11 & 12.n Focus on authenticlearning29 23. Learning Design PrinciplesnDesign interactive sessionsthat engage learners through:nInteractive learningnNetworked learningnUser-generated contentnConnecting onlinenLearning-orientedassessment.30 24. Teaching PrinciplesnMake all interactive sessionslearning centred.nCreate a partnership withyour learners.nConnect with parents, otherteachers and learners aslearning is a communityactivity.nMotivate and inspirelearners to engage withMaths and Science.31 25. Change Management 26. !n 27. Distributive LeadershipnCharacteristics:collaboration, sharedpurpose, responsibility andrecognition of leadershipirrespective of role within anorganisation.nCentral premise: goodleadership is foundational togood learning and teachingpractice.38 28. Open EducationalResources 29. Changing Mindsets 30. !Design thinking by its nature isstrategic and future focussed.!It is a thoughtful and consideredpedagogical approach to ensurerelevance for both learners andteachers. 31. 25Teacher MindsetsInteractive learning (learner-to-content)Networked learning (learner-to-learner;learner-to-teacher)Student-generated content(learner-as-designers).Connected students (knowledge isin the network)Learning-oriented assessment(assessment-as-learning) (Keppell,2014). 32. 25Learner MindsetsDigital literacies (competencies, fluency,design)Seamless learning (formal, informal,F2F, blended, online, mobile)Self-regulated learning (scaffolded,strategic, autonomous)Learning-oriented assessment(authentic, negotiated, self-assessment)Life-long learning (short-term, figure-focussed,being a learner)Learning pathways (prescribed,electives, open) (Keppell, 2015 in-press) 33. Institutional MindsetsnEncouraging teacher andlearner mindsetsn Focussing on blending athe degree levelnEmbracing blendedlearning throughout alllearning and teaching andassessmentnUtilising distributiveleadership to createstrategic change47 34. 48 35. References 36. References!Carless, D. (2014). Exploring learning-oriented assessment processes. HigherEducation. DOI 10.1007/s10734-014-9816-z.!Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC HorizonReport: 2014 Higher Education Edition. Austin, Texas: The New MediaConsortium.!Keppell, M., & Riddle, M. (2013). Principles for design and evaluation oflearning spaces. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J.Underwood, & N. Winters (Eds.), Handbook of design in educationaltechnology (pp. 20-32). New York, NY: Routledge.!Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-orientedassessment in technology-enhanced environments. Assessment and Evaluationin Higher Education, 31(4), 453-464.!Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-basedcase study. Assessment in Education, 13(2), 153-165.!!!!!!!!!!!50 37. References !!Keppell, M., Souter, K. & Riddle, M. (Eds.). (2012). Physical and virtual learningspaces in higher education: Concepts for the modern learning environment. IGIGlobal, Hershey: New York. ISBN13: 9781609601140.!Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blendedand virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell,Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learningspaces in higher education: Concepts for the modern learning environment.Information Science Publishing, Hershey.!Keppell, M.J. (2014). Personalised learning strategies for higher education. InKym Fraser (Ed.) The Future of Learning and Teaching in Next GenerationLearning Spaces. International Perspectives on Higher Education Research,Volume 12, 3-21. Copyright 2014 by Emerald Group Publishing Limited.!Keppell, 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 andFrancis.!Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst,T., & Gaved,M. (2013). Innovating pedagogy 2013: Open University51 38. References !!!Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., &Whitelock, D. (2012). Innovating pedagogy 2012: Open University InnovationReport 1. Milton Keynes: The Open University.!Siemens, G. (2006). Knowing knowledge. Creative commons. Retrieved fromhttp://www.elearn!Souter, K., Riddle, M., Sellers, W., & Keppell, M. (2011). Final report: Spacesfor knowledge generation. The Australian Learning and Teaching Council(ALTC). Retrieved from!Walt Disney. (n.d.). Retrieved December 3, 2014, Web site:!Wheeler, S. (2010). Digital literacies. Retrieved from!!!!!!!!52


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