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Technology-enhanced Learning and Teaching:
Implications for Academic Governance
Professor Mike KeppellExecutive Director
Australian Digital Futures Institute
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Overviewn Technology-enhanced environmentsn New generation studentsn Trends and challengesn Game changersn Implications for Academic Governance
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Technology-enhanced L&Tn 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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Good Practice Reportn 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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New Generation Students
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Rapport with technology6Monday, 6 May 13
Student-generated content (learner-as-designers)
Connected students (knowledge is in the network)
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Owning the Place of Learning
rapport with
technology
mobile
generate content
personalise
connected
adapt space to
their needs
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What Trends do we Need to Consider?
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CSIRO Megatrends
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On the movePersonalisationIWorld
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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).
nNew business models and mindsets (p.2)
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Beyond Current HorizonsnNetworking and
connections - distributed cognition
n Increasing personalisation and customisation of experience
nNew forms of literacy
nOpenness of ownership of knowledge (Jewitt, 2009).
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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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Horizon Reports
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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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ChallengesnSeamless learning – diverse places and
spaces for learning.
nDigital literacies – capabilities which fit an individual for a digital society (JISC)
nPersonalisation - learning, teaching, place of learning and technologies
nMobility is here!
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Game Changers
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Game Changers
nMobility
nDigital literacies
nSeamless learning
nPersonalised learning
nUser-generated content
nLearning-oriented assessment
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Mobility
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Mobility
nGlobal mobilitynMobility of peoplenTechnologies to support
mobilitynAdapting our teaching and
learning?nAssessment?
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Undergraduate Students and ITn 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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Digital Literacies
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Digital LiteraciesnLiteracy is no longer “the ability
to read and write” but now “the ability to understand information however presented.”
nCan't assume students have skills to interact in a digital age
nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)
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Developing Literaciesn Employable graduates need to be digitally
literaten Digital literacies are often related to discipline
arean Learners need to be supported by staff to
develop academic digital literaciesn Professional development is vital in developing
digital literaciesn Professional associations are supporting their
members to improve digital literaciesn Engaging students supports digital literacy
development i.e. students as change agents (JISC, 2012)
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Seamless Learning
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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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Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:
n enhance learningnthat motivate learnersnpromote authentic learning interactions
nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).
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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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Virtual Learning Spaces
Blending - Affordances - Equity? 29Monday, 6 May 13
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Personalised Learning
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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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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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Redefining the Learning Space
Seamless Learning
Learning Space Literacies Comfort
AestheticsFlow
EquityBlending
AffordancesRepurposing
Personalised Learning
Desire Paths/Learning Pathways
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Student Generated Content
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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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Learning-oriented Assessment
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Learning-oriented Assessment
Assessment tasks as learning tasks
Student involvement in assessment processes
Forward-looking feedback
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Implications for Academic Governance
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New MindsetsnPrivileging mobile learning and
teaching access
nEmbedding digital literacies into all aspects of learning, teaching and curriculum
nPrivileging diverse places of learning as opposed to a singular place of learning
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New MindsetsnAssisting teachers and students
to develop their own personalised learning strategy
nPrivileging user-generated content
nPrivileging learning-oriented assessment
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Referencesn 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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Questions?
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