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Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
The Innovations in Teaching Seminar held on October 3, 2017, explored how technology enhances learning through active and authentic educational practices, with keynote speaker Professor Mike Keppell emphasizing the importance of digital fluency and personalized learning. The event focused on the evolving role of educators and learners in a connected world, the design of learning spaces, and the integration of blended learning and assessment strategies. Key themes included the need for institutions to adapt to the demands of a digitally fluent and self-regulated learner, fostering seamless learning experiences and lifelong learning pathways.
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Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
- 1. Innovations in TeachingSeminar IITS 2017Pedagogies of learning technologies: how does technology create new possibilities for learning? 3 Oct 2017, Tuesday Lecture Theatre 7 (NS1-02-03) 8.30am to 5.00pm Organized by Centre for IT Services (CITS), in collaboration with âš Teaching, Learning & Pedagogy Division (TLPD). Keynote Speaker Mike KEPPELL Pro Vice-Chancellor, Learning Transformation Swinburne University of Technology Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World Innovations in Teaching Seminar IITS 2017 Pedagogies of learning technologies: how does technology create new possibilities for learning? 3 Oct 2017, Tuesday Lecture Theatre 7 (NS1-02-03) 8.30am to 5.00pm Organized by Centre for IT Services (CITS), in collaboration withâš Teaching, Learning & Pedagogy Division (TLPD). Keynote Speaker Professor Mike KEPPELL Former Pro Vice-Chancellor and Professor, Learning Transformations Swinburne University of Technology Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
- 2. Values âą ReïŹect thefundamental beliefs that underpin everyday decisions and actions. âą Inclusive: promote equity âą Innovative: emerging ideas âą Transformative: thoughtful redesign âą Interdisciplinary: cross discipline âą Collaborative: collaboration âą Sustainable: generative strategies âą Connected: connected world âą Evidence-based: scholarship & research âą Open: opportunities of open education
- 3. Innovations in TeachingSeminar IITS 2017Pedagogies of learning technologies: how does technology create new possibilities for learning? 3 Oct 2017, Tuesday Lecture Theatre 7 (NS1-02-03) 8.30am to 5.00pm Organized by Centre for IT Services (CITS), in collaboration with âš Teaching, Learning & Pedagogy Division (TLPD). Keynote Speaker Mike KEPPELL Pro Vice-Chancellor, Learning Transformation Swinburne University of Technology Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World Preparing Students to Solve the Problems of the Future
- 5. Overview âą How learningand teaching has changed in a connected world âą Innovative teaching in a connected world âą Knowledge, skills and attitudes teachers need to thrive in a connected world âą Knowledge, skills and attitudes learners need to thrive in a connected world
- 6. âą Active learning âąLearning spaces âą Central role of technology How Learning and Teaching has Changed in a Connected World
- 7. Active Learning âą Activelearning places the student at the centre of the learning process âą Engages the learner through authentic learning, solving problems, working on relevant projects and contributing to their professional portfolio. âą Challenging and motivating projects focus on meaningful tasks, real-world issues, generative tasks, collaborative activities and teachers as facilitators.
- 8. Active Learning âą Solvingproblems creates life-long learners who graduate possessing the ability to proactively shape their environment âą The personalised learner collects evidence, reïŹects on their learning, and achieves learning outcomes that are integrated into their professional portfolio. âą Active learners are designers who create media-rich assessments that exempliïŹes their 21st century skills embodying their creativity, design thinking and responsibility for their own learning.
- 9. Learning Spaces âą Physical,blended or virtual learning environments that enhance learning âą Physical, blended or virtual âareasâ that motivate a learner to learn âą Spaces where both teachers and learners optimise the perceived and actual affordances of the space âą Spaces that promote authentic learning interactions (Keppell & Riddle, 2012, 2013).
- 10. Principles of LearningSpace Design âą Comfort: a space which creates a physical and mental sense of ease and well- being âą Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and ïŹtness for purpose âą Flow: the state of mind felt by the learner when totally involved in the learning experience
- 11. Principles of LearningSpace Design âą Equity: consideration of the needs of cultural and physical differences âą Blending: a mixture of technological and face-to-face pedagogical resources âą Affordances: the âaction possibilitiesâ the learning environment provides the users âą Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)
- 15. Informal Central Role ofTechnology
- 16. Innovative Teaching ina Connected World âą Blended learning âą Authentic assessment âą Professional development
- 17. Blended Teaching andLearning âą Institutional blending: formal, informal and virtual spaces âą Blended teaching: being aware of the affordances of spaces and technologies to optimise learning âą Blended learning: âą Active learning âą Interactive learning âą Networked learning âą Learner-generated content âą Authentic assessment
- 18. Formal on-campus teaching spaces Informal on-campus learning spaces Online learning andteaching spacesBlended Learning On-Campus Learning and Teaching
- 19. Authentic Learning âą âŠrequirestudents 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)
- 20. Authentic Assessment âą Empoweringthe learner by engaging them in assessment tasks that simulate or engage the learner in real-life situations. âą Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively (Wiggins, 1993, p. 229).
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- 23. Knowledge, skills andattitudes teachers need to thrive in a connected world âą Digital ïŹuency âą Seamless teaching âą Scholarship âą Learning analytics
- 24. Digital Fluency âą Teacherswill need to focus on the affordances of spaces and learning technologies to be digitally ïŹuent in a connected world.
- 25. Seamless Teaching âą Continuityof learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
- 26. Scholarship âą Being informedby the literature âą Experimenting and collecting evidence âą Making your experimentation public
- 27. Learning Analytics andSurveys Learning Analytics âą To beneïŹt retention by enabling the identiïŹcation of disengaged and at risk students âą To identify the characteristics of successful students âą To support the continuous improvement of teaching Surveys âą Using data to identify where an intervention is needed e.g. undertake learning design with units where student satisfaction is low. âą Follow-up surveys determine the success of the intervention
- 28. TEQSA and QILT ThresholdStandards âą Student participation and attainment âą Learning environment âą Teaching e.g. programme design âą Research and research training âą Institutional quality assurance âą Governance and accountability âą Representation, information and information management
- 29. Knowledge, skills andattitudes students need to thrive in a connected world âą Digital literacies âą Seamless learning âą Self-regulated learning âą Learning-oriented assessment âą Lifelong learning âą Flexible learning pathways
- 30. Personalised Learning âą Theknowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015) âą Learning pathways âą Professional portfolios (ePortfolios)
- 31. Knowledge, skills andAttitudes âą Knowledge is now co-created âą Skills form a basis for learning âą Attitudes inïŹuence beliefs and behaviours âą Growth mindset (Dweck, 2006) âą Openly seek challenge
- 32. Digital Literacies âą DigitalCompetency âą knowing how to use digital tools âą Digital Fluency âą applying digital knowledge and skills âą Digital Design âą user-generated content âą âlearner-as-designerâ
- 33. Seamless Learning âą On-campus âącomfortable with formal and informal spaces âą Virtual campus âą comfortable with blended, online, social media âą Anywhere âą trains, cafes, teleworking
- 34. Self-regulated Learning âą Scaffoldedlearners âą teachers scaffold learning âą Strategic learners âą learners begin to manage their own learning âą Autonomous learners âą learners become habitual learners
- 35. Learning-oriented Assessment âą Authenticassessment âą learners participate in authentic assessment âą Negotiated assessment âą learners negotiate assessment with teachers âą Self-assessment âą learners act on âfeedback as feed-forwardâ
- 36. Learning-oriented Assessment Assessment tasksas learning tasks Student involvement in assessment processes Forward-looking feedback
- 37. Lifelong Learning âą Encompassesboth formal and informal learning, self-motivated learning.(Watson, 2003). âą Life-wide learning âcontains many parallel and interconnected journeys and experiencesâŠâ (Jackson, 2010, p. 492).
- 38. Lifelong Learning âą Short-term âąlearners are focussed on current courses âą Future-focussed âą relates courses to future job âą Being a learner âą learning becomes a customary practice
- 39. Flexible Learning Pathways âąPrescribed âą fixed learning pathway âą Flexible âą learner has some choice through electives âą Open education âą learner constructs learning pathway to meet their needs
- 40. Preparing Students to Solvethe Problems of the Future
- 41. Institutional Priorities TeacherPriorities Learner Priorities Focus on Problems and projects Digital ïŹuency Digital literacies Wider range of learning spaces Seamless teaching Seamless learning Technology infrastructure Technology affordances Self-regulated learning Student experience Authentic assessment Learning-oriented assessment Modes (blended and online) Scholarship Lifelong and life wide learning Fewer exams Learning analytics Flexible learning pathways
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- 43. 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.
- 44. 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.
- 45. 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- ïŹnal-report.pdf Wheeler, S. (2010). Digital literacies. Retrieved from http://steve-wheeler.blogspot.com.au/2010/11/what- digital-literacies.html?q=digital+literacies