2016 swinburne ecosystem
TRANSCRIPT
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
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