Discussion about designing learning opportunities through blended learning

1. Designing Learning Opportunities
Through Online and Blended
Learning
Professor Mike Keppell
Pro Vice-Chancellor, Learning
Transformations
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2. Overview
• What is the context?
• Expectations
• Deconstructing blended
learning
• Places and spaces of
blended learning
• Design opportunities
• Change management
• Changing mindsets
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3. What is the
Context?
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4. 4
2015 Technology Outlook

5. Expectations
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6. 6

7. Deconstructing Blended
Learning
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8. • 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.
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Blended Learning

9. • 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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Flexible Learning

10. • 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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Blended and Flexible Learning

11. Places and Spaces of
Blended learning
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12. Formal
On-campus
Informal
On-campus
Informal
Off-campus
Blended
Learning
Face-to-Face Campus

13. Formal
On-campus
Informal
On-campus
Formal/Informal
Off-campus
Blended
Learning
Face-to-Face Campus

14. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed Learning Spaces
Academic

15. Virtual Learning Spaces

16. Design Opportunities
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17. • Enabling blends
Address issues of access and
equity.
• Enhancing blends
Incremental changes to the
pedagogy.
• Transforming blends
Transformation of the pedagogy.
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Learning Designs

18. Activity-level blending
Unit/Subject-level blending
Course-level/degree-level blending
Institutional-level blending
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Forms of Blending

20. 25
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).
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Interactions

21. Change Management
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22. • http://www.slideshare.net/mkeppell/csu-report-jov3hrtd05082013
• http://learningleadershipstudy.wordpress.com
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23. Distributive Leadership
• Characteristics: collaboration,
shared purpose, responsibility
and recognition of leadership
irrespective of role within an
organisation.
• Central premise: good
leadership is foundational to
good learning and teaching
practice.
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24. Open Educational
Resources
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27. Changing Mindsets
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28. 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.
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29. 25
Teacher Mindsets
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).
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30. 25
Learner Mindsets
Digital 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)
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31. Institutional Mindsets
• Encouraging teacher and learner mindsets
• Focussing on blending at the degree level
• Embracing blended learning throughout all
learning and teaching and assessment
• Utilising distributive leadership to create
strategic change
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32. References
Carless, D. (2014). Exploring learning-oriented assessment processes. Higher Education.
DOI 10.1007/s10734-014-9816-z.
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report:
2014 Higher Education Edition. Austin, Texas: The New Media Consortium.http://
www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf.
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.
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33. References
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.
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 and Francis.
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34. References
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
Wheeler, S. (2010). Digital literacies. Retrieved from
http://steve-wheeler.blogspot.com.au/2010/11/what-digital-literacies.html?q=digital+literacies
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