Future of learning forum
- 1. Professor Shirley Alexander Deputy Vice-Chancellor (Education and Students) University of Technology, Sydney @SAlexander_UTS #UTSfuturelearn
- 2. 10.30 Future of Learning Panel Discussion 11.00 Morning Tea 11.30 Parallel Sessions 12.30 Lunch 1.15 Campus Tours 2.15 Keynote - Learning Analytics as an Essential Tool for Learning in the Future 3.15 Fashioning the Future: Challenges and Opportunities
- 5. DR CHAU CHAK WING BUILDING EAST ELEVATION
- 13. FACULTY OF SCIENCE & GRADUATE SCHOOL OF HEALTH BUILDING
- 18. The future of learning at UTS: a roadmap Learning futures Transdisciplinary Personalised learning Industry and problem focused Learning2020 Staffing models • Role of academics • Paraprofessionals? • Pay scales Timetable systems Credit recognition Learning2014 Collaborative, active engagement Best of online + face-to-face Authentic Graduate attributes Personal Professional Intellectual UTS Model of Learning Professional Practice Global workplace Research inspired
- 19. Who are the learners? How to design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
- 20. Learning spaces: importance to students (2007) 5.00 4.50 4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85 87
- 21. Learning spaces: student perception of performance (2007) 5.00 4.50 4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67 70 73 76 79 82 85 88
- 22. Learning spaces: importance vs. performance 3.5 3.5 Performance Importance (4.65, 3.7) My classes are held in sufficient, well equipped lecture theatres, classrooms and other learning areas (4.5, 3.4) There are adequate spaces on campus for me to work with other students on group assignments (4.4, 3.3) There are sufficient quiet places to study on campus (3.9, 3.4) There are sufficient spaces for me to use my laptop on campus Low Low High High 2007
- 25. LEARNING 2014 What students want • Engaging, interactive F2F classes + podcasts of them • More F2F time with academics • More feedback (+faster turnaround) • Faster turnaround on email and Blackboard questions
- 26. Who are the learners? How to design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
- 27. The UTS model of learning 1. An integrated exposure to professional practice through dynamic and multifaceted modes of practice-oriented education 2. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece 3. Learning which is research-inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for life-long learning
- 28. UTS MODEL OF LEARNING integrated exposure to professional practice •Work-based learning •Work integrated learning •Internships •Practicum etc •Volunteer activity, Shopfront projects etc •Field trips - real and virtual •Simulation and role plays - in class or online •Problem-based or issues-based approaches •Multi-media case studies - including student produced work •Guest lectures or podcasts by professionals
- 29. Curriculum design Earlier ways Learning2014 Learning at UTS Practice-oriented learning UTS Model of Learning,: practice-oriented, global and research-inspired What is important What students know What students can do with what they know Subject design Dot point list of content Linking ‘what students can do with what they know’ to objectives -> learning activities and assessment Graduate attributes Largely not identified or included Faculty or course-specific attributes identified, embedded and assessed
- 30. What students expeErarliieer wnaysce Learning2014 Learning Primarily lectures, with tutorials, labs or studios, with UTSOnline Best of online learning combined with best of face-to-face collaborative learning with UTSOnline engagement Learning resources Notes from class, readings from Library and textbooks Podcasts, screencasts, Youtube, Open Education Resources, online learning resources, readings and digital resources from Library, social media and textbooks on campus learning experience primarily lectures and tutorials, structured labs, individual studios Primarily collaborative learning activities Some lectures/ guest presentations, inquiry-based and research labs and studios Off-campus learning experience Assignments, studying for exams with UTSOnline engagement Preparing for on-campus learning activities –watching screencasts, pre-reading and online with UTSOnline engagement Assessment Exams – Focus on “What can you remember?”, Assignments. Authentic activities designed to elicit “What can you do with what you have learned?”
- 31. Who are the learners? How to design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
- 34. Who are the learners? How to design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
- 35. 2008 student photo diaries
- 36. Student Feedback: Informal space that does not work well • The area outside the computer labs at building 5. Reasons: - Too noisy (during the day) - Bad lighting.. Really bad lighting - Not suitable for serious study or undisturbed discussions (during peak hours) - However it is a good quite place to study alone for the night.
- 38. 8/18/10
- 40. 8/18/10
- 42. Bad Building 2 level 4 Atrium • This whole building creates a very dark feel to it, due to the lack of lighting and use of dull colours • Also the space in the middle as shown isn't utilised properly, engineering students don’t have many places to study . Some tables and couches could be placed there to utilise the open space
- 52. Credit:
- 54. Learning spaces: importance vs. performance 3.5 3.5 (4.1, 4.1) There are sufficient quiet places to study on campus Performance Importance (4.65, 3.7) My classes are held in sufficient, well equipped lecture theatres, classrooms and other learning areas (4.5, 3.4) There are adequate spaces on campus for me to work with other students on group assignments (4.4, 3.3) There are sufficient quiet places to study on campus (3.9, 3.4) There are sufficient spaces for me to use my laptop on campus Low Low High High 2007 2012 (4.28, 4.0) My classes are held in sufficient, well equipped lecture theatres, classrooms and other learning areas (4.1, 3.7) There are adequate spaces on campus for me to work with other students on group assignments (3.9, 3.8) There are sufficient spaces for me to use my laptop on campus
- 55. Learning at UTS – as explained to students https://www.youtube.com/watch?v=E6db8lY7rJY
- 56. • Learning2014+ • Update: • UTS Model of Learning • Graduate Profile framework • Increase internships/ WIL/ start-up • Graduate workplace success • Increased use of mentors
- 57. Some links Learning2014 website http://www.uts.edu.au/research-and-teaching/teaching-and-learning/ learning2014/overview