of 23 /23
CRICOS 00111D TOID 3059 DEVELOPING INTEGRATED LEARNING CURRICULUM TO ENGAGE LEARNERS Professor Mike Keppell Pro Vice-Chancellor, Learning Transformations

2016 Engaging Students

Embed Size (px)

Text of 2016 Engaging Students

Page 1: 2016 Engaging Students

CRICOS 00111D TOID 3059



Professor Mike KeppellPro Vice-Chancellor, Learning Transformations

Page 2: 2016 Engaging Students


• Enhancing student experience• Ecosystem• Trends and challenges• Guiding pedagogies• Blended learning• Role of educators• Professional development

Page 3: 2016 Engaging Students


Swinburne Online

Open Universities


Pathways and Vocational Education

Higher Education

Work Integrated Learning

Page 4: 2016 Engaging Students


Page 5: 2016 Engaging Students


Page 6: 2016 Engaging Students

Guiding Pedagogies

• Authentic learning

• Authentic assessment

• Personalised learning

• Peer learning

Page 7: 2016 Engaging Students

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)

Page 8: 2016 Engaging Students

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).

Page 9: 2016 Engaging Students

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)

Page 10: 2016 Engaging Students
Page 11: 2016 Engaging Students
Page 12: 2016 Engaging Students
Page 13: 2016 Engaging Students
Page 14: 2016 Engaging Students

Peer Learning

• S t u d e n t s t e a c h i n g a n d learning from each other.

• Sharing ideas, knowledge and experiences

• Emphasises interdependent as opposed to independent learning (Boud, 2001).

Page 15: 2016 Engaging Students


• 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).

Page 16: 2016 Engaging Students

Formal on-campus



learning spaces

Online learning and teaching

spacesBlended Learning

On-Campus Learning and Teaching at Swinburne

Page 17: 2016 Engaging Students
Page 18: 2016 Engaging Students

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

Page 19: 2016 Engaging Students
Page 20: 2016 Engaging Students
Page 21: 2016 Engaging Students


• 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


Page 22: 2016 Engaging Students

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

Page 23: 2016 Engaging Students