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The Blended Learning Landscape
- 1. The Blended Learning Landscape: Opportunities in a Digital Age La Trobe University Learning and Teaching Colloquium 5th December 2013 - Melbourne Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN 1
- 2. Overview n Trends n Opportunities n Student characteristics n Design n Interactions n Literacies n Spaces n Assessment n Leadership 2
- 3. Trends
- 6. Flexible learning n 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. 6
- 7. Blended Flexible Learning n 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). 7
- 11. Design
- 12. Learning Designs Enabling blends These address issues of access and equity and add flexibility. ! Enhancing blends These focus on incremental changes to the pedagogy in both the face-to-face and online components. ! Transforming blends Transformation of the pedagogy. Major redesign of teaching and learning e.g. online PBL. 12
- 13. Forms of Blended Learning Activity-level blending ! Subject-level blending ! Degree-level blending ! Institutional-level blending 13
- 14. Interactions
- 15. Interactions Interactive learning (learner-to-content) Networked learning (learner-to-learner; learner-to-teacher) Student-generated content (learner-asdesigners). Connected students (knowledge is in the network) Learning-oriented assessment (assessment-as-learning) 25
- 18. Europe - Digital Agenda Scoreboard 2012 n 73% of households had access to the internet n A lack of skills is the second most important reason for not having access to the internet n Only 53% of the labour force - confident that they had sufficient digital skills to change jobs. n Age, gender, and education remain the key challenges. Older people, women, those with lower levels of education tend to have lower level digital skills. n http://ec.europa.eu/digital-agenda/sites/digitalagenda/files/scoreboard_digital_skills.pdf ! ! ! 18
- 19. Literacy is a contested concept n There is currently no universally accepted definition of media literacy, information literacy, digital literacy, or even of “media” itself. n The digital divide is much more than a ‘technology access’ divide; without the skills to use the technologies an even greater divide emerges – the information literacy divide. n http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/ unesco_mil_indicators_background_document_2011_final_en.pdf 19
- 20. Wheeler Digital Literacies n Social networking skills n Transliteracy skills n Maintaining Privacy n Managing Identity n Creating content n Organising and sharing content n Reusing/repurposing content n Filtering and selecting content n ! ! Self broadcasting http://steve-wheeler.blogspot.co.uk/2010/11/what-digital-literacies.html 20
- 22. 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) 22
- 24. ADFI - Vision ‣ Digital literacies that transform the knowledge skills of society 24
- 27. Learning Spaces
- 28. Spaces for Knowledge Generation n Physical, n blended or virtual ‘areas’ that: 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). 28
- 34. ! Technology-enhanced Active Learning (TEAL) Centre Affordances - Blending
- 37. ! Affordances
- 40. Virtual Learning Spaces Blending - Affordances - Equity?
- 43. 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).
- 45. Mobility n Global mobility n Mobility of people n Technologies to support mobility n Adapting our teaching and learning? n Assessment? 45
- 47. Learning-oriented Assessment Assessment tasks as learning tasks Forward-looking feedback Student involvement in assessment processes
- 48. Forward-looking Feedback n Students need to receive appropriate feedback which they can use to ‘feed forward’ into future work. n Feedback should be less final and judgemental (Boud, 1995) n Feedback should be more interactive and forward-looking (Carless, 2002; Keppell 2005) n Feedback should be timely and with a potential to be acted upon (Gibbs Simpson, 2004) 48
- 50. Leadership
- 51. Managing institutional change through distributive leadership approaches: Engaging academics and teaching support staff in blended and flexible learning M. Childs, M Brown, M. Keppell, Z Nicholas, C. Hunter and N. Hard n http://www.slideshare.net/mkeppell/csu- report-jov3hrtd05082013 n http://learningleadershipstudy.wordpress.com
- 52. Principles n Innovation (in BFL and DE) needs to be aligned to institution vision, and the institution needs to manage the tensions that can exist between alignment (to vision); and creativity and innovation. n Good practice in BFL and DE needs to be manifested through sustainable, consistent and supported opportunities (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013). 52
- 53. Principles n Regardless of the strategy or activity, commitment to approaches that enable academics to take time, collaborate, share, network and connect are the key to innovation in BFL and DE. (Childs, Brown, Keppell, Nicholas, Hunter and Hard, 2013). n Keppell, M.J., O’Dwyer, C., Lyon, B., Childs, M. (2010). Transforming distance education curricula through distributive leadership. ALT-J, 18:3, 165 178. n http://www.slideshare.net/mkeppell/2010-altjkeppell 53
- 54. New Mindsets
- 55. New Mindsets n Focus on the opportunities of blended learning at the activity, subject, degree and institutional perspective. n Continually examine the affordances of emerging technologies for learning purposes n Privileging learning-oriented assessment 55
- 56. New Mindsets n Privileging diverse places of learning as opposed to a singular place of learning n Privileging mobile learning and teaching access to enhance seamless learning n Embedding digital literacies into all aspects of learning, teaching and curriculum 56
- 58. Questions? 58