1. Technology-enhanced
Learning and Teaching:
Implications for Academic
Governance
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
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1Monday, 6 May 13

2. Overview
n Technology-enhanced environments
n New generation students
n Trends and challenges
n Game changers
n Implications for Academic Governance
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3. Technology-enhanced L&T
n Laurillard, Oliver, Wasson & Hoppe (2009)
suggest that the “role of technology [is] to
enable new types of learning
experiences and to enrich existing
learning scenarios” (p. 289).
n “Interactive and cooperative digital media
have an inherent educational value as a
new means of intellectual expression”
and creativity (p. 289).
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4. Good Practice Report
n Integrating technology-enhanced learning and
teaching strategies across curriculum, subjects,
activities and assessment results in major benefits to
the discipline
n Academics require sophisticated online teaching
strategies to effectively teach in technology-
enhanced higher education environments
n Academics need a knowledge of multi-literacies to
teach effectively in contemporary technology-
enhanced higher education
n Successful academic development focuses on
engaging academics over sustained periods of time
through action learning cycles and the provision of
leadership development opportunities
n
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5. New Generation Students
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6. Rapport with technology
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7. Student-
generated
content (learner-
as-designers)
Connected
students (knowledge
is in the network)
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8. Owning the Place of Learning
rapport
with
technology
mobile
generate
content
personalise
connected
adapt
space to
their needs
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9. What Trends do we Need
to Consider?
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10. CSIRO Megatrends
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On the move
Personalisation
IWorld
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11. To Succeed in the Asian
Century
n “Australia’s commerical
success in the region
requires that highly
competitive Australian
firms and institutions
develop collaborative
relationships with others
in the region” (p.2).
n New business models
and mindsets (p.2)
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12. Beyond Current Horizons
n Networking and
connections - distributed
cognition
n Increasing
personalisation and
customisation of
experience
n New forms of literacy
n Openness of ownership of
knowledge (Jewitt, 2009).
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13. 4
10 Years of Tracking Online
Education in the United States
‣ 2800 colleges and universities
‣ Academic leaders were
unconvinced that MOOCs were
sustainable
‣ MOOCS - important means for
institutions to learn about
online pedagogy
‣ 70% institutions believe online
learning is critical to their
long-term strategy
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14. Horizon Reports
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15. Trends
‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and
relationships will challenge our educational
identity.
‣ Students want to use their own technology
for learning.
‣ Shift across all sectors to online learning,
hybrid learning and collaborative models.
‣
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16. Challenges
n Seamless learning – diverse places and
spaces for learning.
n Digital literacies – capabilities which fit an
individual for a digital society (JISC)
n Personalisation - learning, teaching, place
of learning and technologies
n Mobility is here!
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17. 17
Game Changers
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18. Game Changers
n Mobility
n Digital literacies
n Seamless learning
n Personalised learning
n User-generated content
n Learning-oriented
assessment
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19. 19
Mobility
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20. Mobility
n Global mobility
n Mobility of people
n Technologies to support
mobility
n Adapting our teaching and
learning?
n Assessment?
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21. Undergraduate Students
and IT
n Monitors students
relationship with digital
technologies
n Portable devices are the
‘academic champions’
n 3x as many students used
e-books or e-textbooks
than in 2010
n Survey of 100,000 students
across 195 institutions
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22. 22
Digital Literacies
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23. Digital Literacies
n Literacy is no longer “the ability
to read and write” but now “the
ability to understand
information however
presented.”
n Can't assume students have
skills to interact in a digital age
n Literacies will allow us to teach
more effectively in a digital
age (JISC, 2012)
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24. Developing Literacies
n Employable graduates need to be digitally
literate
n Digital literacies are often related to discipline
area
n Learners need to be supported by staff to
develop academic digital literacies
n Professional development is vital in developing
digital literacies
n Professional associations are supporting their
members to improve digital literacies
n Engaging students supports digital literacy
development i.e. students as change agents
(JISC, 2012)
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25. 25
Seamless Learning
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26. Seamless Learning
Seamless learning
occurs when a
person experiences a
continuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012).
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27. Spaces for Knowledge
Generation
n Physical, blended or virtual ‘areas’ that:
n enhance learning
nthat motivate learners
npromote authentic learning interactions
n Spaces where both teachers and students
optimize the perceived and actual
affordances of the space (Keppell &
Riddle, 2012).
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28. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic
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29. Virtual Learning
Spaces
Blending - Affordances - Equity?
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31. 31
Personalised Learning
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32. Personal Learning Spaces
‣ Integrate formal and informal learning
spaces
‣ Customised by the individual to suit their
needs
‣ Allow individuals to create their own
identities.
‣ Recognises ongoing learning and the need
for tools to support life-long and life-wide
learning.
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33. Connectivism
‣ Knowledge has changed to networks and
ecologies (Siemens, 2006).
‣ Need improved lines of communication in
networks.
‣ “Connectivism is the assertion that learning is
primarily a network-forming process” (p.
15).
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34. 34Monday, 6 May 13

35. Redefining the Learning Space
Seamless
Learning
Learning Space
Literacies
Comfort
Aesthetics
Flow
Equity
Blending
Affordances
Repurposing
Personalised
Learning
Desire Paths/Learning
Pathways
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36. Student Generated
Content
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37. 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)
Interactions
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39. 39
Learning-oriented
Assessment
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40. Learning-oriented Assessment
Assessment tasks
as learning tasks
Student
involvement in
assessment
processes
Forward-looking
feedback
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41. 41
Implications for
Academic Governance
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42. New Mindsets
n Privileging mobile learning and
teaching access
n Embedding digital literacies into
all aspects of learning, teaching
and curriculum
n Privileging diverse places of
learning as opposed to a
singular place of learning
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43. New Mindsets
n Assisting teachers and students
to develop their own
personalised learning strategy
n Privileging user-generated
content
n Privileging learning-oriented
assessment
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44. References
n Allen, E & Seaman, J. (2013). Changing course: Ten years of tracking online education in
the united states. Babson Survey Research Group, Quahog Research Group, LLC, Pearson,
SLOAN-C.
n Johnson, L., Adams, S., Cummins, M., and Estrada, V. (2012). Technology Outlook for STEM
+ Education 2012-2017: An NMC Horizon Report Sector Analysis. Austin, Texas: The New
Media Consortium.
n Keppell, M., Suddaby, G. & Hard, N. (2011). Technology-enhanced Learning and Teaching
Good Practice Report. Australian Learning and Teaching Council. http://www.olt.gov.au/
resource-good-practice-report-technology-enhanced-learning-and-teaching-2011 & http://
www.olt.gov.au/system/files/resources/GPR_Technology_Enhanced_Keppel.pdf
n 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.
n Payton, S. (2012). Developing digital literacies. JISC. http://www.jisc.ac.uk/media/
documents/publications/briefingpaper/2012/Developing_Digital_Literacies.pdf
n Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved,
M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation
Report 1. Milton Keynes: The Open University. http://www.open.ac.uk/personalpages/
mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf
n Souter , K. Riddle, M., Sellers, W. & Keppell, M. (2011) Spaces for knowledge generation
final report. http://documents.skgproject.com/skg-final-report.pdf
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45. 45
Questions?
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