Presentation at Online and learning summit

1. CRICOS 00111D TOID 3059
DEVELOPING
INTEGRATED LEARNING
CURRICULUM TO
ENGAGE LEARNERS
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations

2. Overview
• Enhancing student experience
• Ecosystem
• Trends and challenges
• Guiding pedagogies
• Blended learning
• Role of educators
• Professional development

3. Ecosystem
Swinburne
Online
Open
Universities
Australia
Pathways and
Vocational
Education
Higher
Education
Work Integrated
Learning

4. Trends

5. Challenges

6. Guiding Pedagogies
• Authentic learning
• Authentic assessment
• Personalised learning
• Peer learning

7. Authentic Learning
• …require students to complete
complex real-world tasks over
a period of time in collaboration
with others as they would in a
real setting or workplace
(Herrington, 2006)

8. Authentic Assessment
• Empowering the learner by
engaging them in assessment
tasks that simulate or engage
the learner in real-life
situations.
• “Engaging and worthy
problems or questions of
importance, in which students
must use knowledge to fashion
performances effectively and
creatively” (Wiggins, 1993, p.
229).

9. Personalised Learning
• Learning pathways
• ePortfolios
• The knowledge, skills and
attitudes that enable learning
and act as a catalyst to
empower the learner to continue
to learn (Keppell, 2015)

14. Peer Learning
• Students teaching and
learning from each other.
• Sharing ideas, knowledge
and experiences
• Emphasises interdependent
as opposed to independent
learning (Boud, 2001).

15. Interactions
• 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).

16. Formal
on-campus
teaching
spaces
Informal
on-campus
learning spaces
Online learning
and teaching
spacesBlended
Learning
On-Campus Learning and Teaching
at Swinburne

18. Teaching Expectations
• Compliance with policies and
standards
• Practice alignment with the
Learning and Teaching
Strategy
• Capabilities and behaviours at
different levels of appointment
• Professional development and
scholarship

21. GCLT (HE)
• Compulsory Units:
• Nature of Learning and
Teaching (recommended
first unit) EDU60001
• Curriculum Design and
Assessment EDU60003
• Elective Units (two from following):
• Digital Learning Environments EDU60002
• Scholarly Teaching: to explore, evaluate and
improve EDU60004
• Dynamics of Diversity for Inclusive Learning and
Teaching
• EDU60005
• Design and Delivery for Online Learning
EDU60014

22. Learning Design Workshops
• Unit design (large first
year units, priority units,
UIP identified units)
• Majors/Discipline-based
learning design
• Course-based Learning
design
• Blended learning
• Authentic learning
• Authentic assessment
• Personalised learning
• OERs
• Mobile learning