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

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Post on 16-Apr-2017




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  • CRICOS 00111D TOID 3059



    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


    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



    learning spaces

    Online learning and teaching

    spacesBlended Learning

    On-Campus Learning and Teaching at Swinburne

  • 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

  • GCLT (HE)

    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


  • 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