national learning & teaching forum: distance learning architecture
DESCRIPTION
Examination of distance education landscape, learning and teaching, learning spaces, assessment, transformation.TRANSCRIPT
DISTANCE LEARNING ARCHITECTURE
Professor Mike KeppellDirector, The Flexible Learning Institute &
Professor of Higher EducationCharles Sturt University
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MULTI-CAMPUSES
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QUESTIONS
How many work at a distance education university?
How many have studied a subject or degree via distance?
How many have undertaken continuing education courses at a distance?
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What When
Why Where
How
Distance Learning
Architecture
Who
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CHALLENGES
Distance education landscape
Learning and teaching
Learning spaces
Assessment
Transformation
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WHAT IS DISTANCE EDUCATION?
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WHAT IS DISTANCE LEARNING?
WHAT IS A DISTANCE LEARNER?
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WHAT IS DISTANCE EDUCATION AND LEARNING?
System of education in which the majority of learning takes place with the learner and the teacher separated by space and/or time, the gap between the two being bridged by technology (DEHub).
Distance learning can cater for a wide variety of diverse needs for both on-campus and distance learners and is usually characterised by greater flexibility for the learner, convenience of time and place for learning and the ability to work at one’s own pace (DEHub).
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DISTANCE LEARNER
A distance learner is one who experiences the majority (80+%) of their learning off-campus at a distance from the teacher and consequently has limited face-to-face interaction with their teachers and peers (DEHub).
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LEARNING & TEACHING10
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Print Online
Blended Face-to-Face
DVD
When should print/DVD/online/F2F/blended be used?
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DESIGN FOR DISTANCE LEARNING
Distance education requires a redesign of degree/course/subject/activity structure.
Access and equity issues
Degree experience versus subject experience
Learning for now and learning for the future
Graduate attributes
Capstone 12
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TEACHER-STUDENT DYNAMIC
Distance education requires distinctive learning and teaching strategies.
Mix of independent learning and peer learning
Mix of synchronous and asynchronous interactions
Importance of feedback
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INTERACTIONS
Information access
Interactive learning
Networked learning
Student-generated content
(Herrington & Oliver 2001).
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COMMUNICATION STRATEGIES
Distance education requires different methods of communication using electronic technologies.
Synchronous & asynchronous
Written, voice, video
e.g. podcasts
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CHALLENGES
Design of degrees, subjects, activities, assessment
Proportion of synchronous and asynchronous interactions.
Synchronous and asynchronous communication
Proportion of independent and peer learning
How do you teach when you can’t see facial expressions?
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WHAT TOOLS ASSIST DISTANCE LEARNING?
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Tools Affordance
Learning Management Systems (Moodle, Sakai, Blackboard)
information access, interactive learning, networked learning, student-
generated content
Teleconferences, videoconferences, Skype synchronous
Podcasts, vodcasts asynchronous
Web-conferencing tools (e.g. elluminate, wimba) participation
web 2.0 tools (YouTube, Facebook, blogs, wikis, Twitter, Flickr, etc
social networking, student-generated content
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WHAT SPACES ARE USED FOR DISTANCE LEARNING?
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DIVERSITY OF LEARNING SPACES
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
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FORMAL & INFORMAL SPACES
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VIRTUAL LEARNING SPACES
Formal virtual learning spacesInformal virtual learning spacesIndependent learning Peer learning
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FacebookFlickr
YouTubeTwitter
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FormalFormal
Informal
Informal Virtual Learning Spaces
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Formal Virtual Learning Spaces
Informal
Moodle Sakai
Blackboard
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FLEXIBILITY OF LEARNING SPACES
Flexible learning and teaching spaces allow adaptability over time for different uses. Spaces need to be used for students who are both physically present and students who never visit the campus. In addition homes, cars, buses, hotels, cafes become mobile spaces where the student undertakes learning. Studying subject materials while travelling to work via train or bus may represent the learning space for some students
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ASSESSMENT
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WHAT IS ASSESSMENT?
Formative and Summative
Assessment OF Learning
Assessment FOR Learning
Assessment AS Learning
Learning-Oriented Assessment
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FORMATIVE AND SUMMATIVE ASSESSMENT
Formative Assessment Summative Assessment
Assessment FOR learning Assessment OF learning
Generally carried out during a course or project.
Generally carried out at the end of a course or project.
Typically used to provide students with feedback to aid learning.
Typically used to assign students a grade or mark.
Common forms: self-assessment, peer-assessment
Common forms: examination, written final assignment
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ASSESSMENT OF LEARNING
Predominant form of assessmentUsually summativeCertifies student learningUsed to report about progressUsually consists of tests or examsRepresented by marks or letter gradesFeedback is usually in the form of marks or gradesOften used for a comparison between students (Earl, 2003).
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ASSESSMENT FOR LEARNING
Shifts emphasis from summative to formativeShifts emphasis from making judgements to descriptions which are useful for the next stage of learningFocuses on feedback to enhance individual students learningStill focused on the teacher’s role in the assessment process (Earl, 2003).
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ASSESSMENT AS LEARNING
Emphasises the student’s role in the assessment processStudents are regarded as active, engaged and critical assessorsStudents monitor what they are learning - make adjustments, adaptations and major adjustments to their own learningSelf assessment is the heart of the matter (Earl, 2003).
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LEARNING-ORIENTED ASSESSMENT
Assessment tasks AS learning tasksStudents as self-evaluatorsFeedback as feedforward
(Carless, Joughin, Liu, 2006; Keppell & Carless, 2006)
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ONE OF THE GREATEST CHALLENGES IN HIGHER
EDUCATION IS TO DESIGN SUMMATIVE ASSESSMENT
THAT PERFORMS A FORMATIVE FUNCTION
(CARLESS, JOUGHIN, LIU, 2006, P.8)
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ASSESSMENT TASKS AS LEARNING TASKS
Assessment tasks need to promote desired learning outcomes and dispositionsConstructive alignment of objectives, content and assessment (Biggs, 1999)Tasks should require distribution of student time and effort throughout, not just short bursts of energy towards the end (Gibbs & Simpson, 2004)A relationship between assessment tasks and real-world tasks, cooperative rather than competitive tasksSome degree of student choice in assessment tasks.
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Learning-oriented assessment
Assessment tasks as learning tasks
Student involvement in
assessment processes
Forward-looking feedback
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FORWARD-LOOKING FEEDBACK
Students need to receive appropriate feedback which they can use to ‘feed forward’ into future work.
Feedback should be less final and judgemental (Boud, 1995)
Feedback should be more interactive and forward-looking (Carless, 2002)
Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
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TEACHING FELLOWSHIPS38
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SUPPORT & STRATEGIC CHANGE OF LEARNING & TEACHING
Division of Learning and
Teaching Services
The Flexible Learning Institute
The Education for Practice
Institute
• Sakai• Professional
Development• Educational
Designers
• Teaching Fellowships
• Standards• Learning
Spaces• Policy
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FLEXIBLE LEARNING
“Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-campus, off-campus), mode of study (print-based, face-to-face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching.
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BLENDED & FLEXIBLE LEARNING
“Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3).
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REDESIGN OF COURSES & SUBJECTS THROUGH
BLENDED AND FLEXIBLE LEARNING
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TEACHING FELLOWSHIP SCHEME
Funded by DVC (Academic)
Development of potential leaders through Distributive leadership
Facilitate collaborative professional relationships
Proactively redesign courses and subjects
Promote and facilitate CSU Interact as a pivotal teaching and learning hub.
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TEACHING FELLOWSHIP SCHEME
Participation of all twenty-four schools at the university
2008 - 6 fellows; 2009 - 5 fellows; 2010 - 5 fellows; 2011 - 6 fellows
The Fellowship scheme provides a .5 release from regular teaching duties over a 12 month period.
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CHALLENGES
Distance education landscape
Learning and teaching
Learning spaces
Assessment
Transformation
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http://www.csu.edu.au/division/landt/flexible-learning/
http://www.ascilite.org.au/
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