2015 Global Mindset: Models of Blended and Online Learning
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This document discusses designing learning opportunities through online and blended learning. It defines blended learning as the blurring of face-to-face and online learning, presenting opportunities for higher education. Blended learning can provide flexibility in time, pace, place and mode of study. The document outlines different forms of blending, from activity-level to institutional-level blending. It also discusses enabling, enhancing and transforming blends through learning designs. Finally, it addresses changing mindsets among teachers, learners and institutions to fully embrace blended learning.
2015 Global Mindset: Models of Blended and Online Learning
- 1. Designing Learning Opportunities Through Online and Blended Learning Professor Mike Keppell Pro Vice-Chancellor, Learning Transformations 1
- 2. Overview • What is the context? • Expectations • Deconstructing blended learning • Places and spaces of blended learning • Design opportunities • Change management • Changing mindsets 2
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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. 8 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. 9 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). 10 Blended and Flexible Learning
- 11. Places and Spaces of Blended learning 11
- 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
- 17. • Enabling blends Address issues of access and equity. • Enhancing blends Incremental changes to the pedagogy. • Transforming blends Transformation of the pedagogy. 17 Learning Designs
- 18. Activity-level blending Unit/Subject-level blending Course-level/degree-level blending Institutional-level blending 18 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). 20 Interactions
- 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. 23
- 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. 28
- 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). 29
- 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) 30
- 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 31
- 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. 3 32
- 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. 33
- 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 3 34