2016 Enhancing Student Experience
This document provides an overview of Swinburne University's learning and teaching ecosystem. It discusses trends, challenges, and guiding pedagogies such as authentic learning, authentic assessment, personalized learning, and peer learning. The ecosystem includes higher education, pathways and vocational education, Swinburne Online, and Open Universities Australia. Blended learning combines formal on-campus teaching with informal spaces and online learning. Teaching expectations include compliance with policies, alignment with the learning and teaching strategy, and professional development. Graduate Certificate in Learning and Teaching covers core units in learning and teaching as well as electives, and learning design workshops are provided on various topics.
2016 Enhancing Student Experience
- 1. CRICOS 00111D TOID 3059 SWINBURNE LEARNING AND TEACHING ECOSYSTEM 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
- 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)
- 10. Peer Learning • Students teaching and learning from each other. • Sharing ideas, knowledge and experiences • Emphasises interdependent as opposed to independent learning (Boud, 2001).
- 11. 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).
- 12. Formal on-campus teaching spaces Informal on-campus learning spaces Online learning and teaching spacesBlended Learning On-Campus Learning and Teaching at Swinburne
- 14. 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
- 17. 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
- 18. 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