CRICOS 00111D TOID 3059

SWINBURNE LEARNING AND

TEACHING ECOSYSTEM

Professor Mike KeppellPro Vice-Chancellor, Learning Transformations

Overview

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

Ecosystem

Swinburne Online

Open Universities

Australia

Pathways and Vocational Education

Higher Education

Work Integrated Learning

Trends

Challenges

Guiding Pedagogies

• Authentic learning

• Authentic assessment

• Personalised learning

• Peer learning

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)

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).

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)

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).

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).

Formal on-campus

teachingspaces

Informalon-campus

learning spaces

Online learning and teaching

spacesBlended Learning

On-Campus Learning and Teaching at Swinburne