2015 Transformative Learning and Teaching

Transformative Learning and Teaching

Professor Mike Keppell Pro Vice-Chancellor, Learning Transformations

SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGNCRICOS Provider: 00111D | TOID: 3059

Swinburne

SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN

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Mission

Our mission is to transform practice across the faculties and PAVE by inspiring, enabling and empowering teaching staff to develop capacity and capability in innovative teaching and learning.

Swinburne


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Mission

We work collaboratively with learning and teaching staff through a range of activities to achieve this mission:

Learning design workshops Blended and online learning Authentic assessment Seminars, events, and showcasing emerging technologies in the Digital Aquarium Graduate Certificate of Learning and Teaching Scholarship of Teaching and Learning Transforming Learning Conference

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Digital"Literacies"

Partner"presenta6ons"

Gamifica6on"

Open"Educa6on"

Assessment"

eModera6on"

Learning"Design"

OLT"

Drop"in"Sessions"

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Swinburne


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Progress

GCLT - 130 students Semester 2, Hong Kong Streamlined OLT citations Open education: Stage 1 - needs analysis. Learning analytics: Business case with TGC Eportfolios - staff and students. Transforming learning conference

Swinburne


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PAVE

10 professional development workshops 10 drop-in sessions rotated across the three campuses Access to professional development helpdesk via telephone or chat.

Swinburne


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Academic

Dept Head

ADLI

eModeration

GCLT

Learning Design

Workshop

Case Management

Drop in Sessions

Echo 360Turnitin

BlackboardCollaborate

Video Recording

Social mediaGamification

OERs

Swinburne


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Learning Futures Projects

33% include mobile learning 22% include digital assessment 22% include gamification 11% include blended learning 6% is a massive open online course (MOOC)

Swinburne


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Assessment CriteriaTypes of assessment Number and % weighting Evidence of formative assessment Evidence of summative assessment Evidence of authentic assessment Do the assessments align with the learning outcomes? Evidence of peer assessment Evidence of self-assessment

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Blended and Online

Learning design workshops Faculty projects Learning futures projects Transformative learning conference Minimum standards

Formal On-campus

Informal On-campus

Informal Off-campus

Blended Learning

Face-to-face ‘Campus’

Formal On-campus

Informal On-campus

Formal/Informal Off-campus

Blended Learning ‘Campus’

Blended Learning

Swinburne


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Teaching Standards

Compliance with policies, manuals, procedures and standards Practice alignment with the learning and teaching strategy Capabilities and behaviours at different levels of appointment Professional development and scholarship

Swinburne


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Johnson, L., Adams Becker, S., and Hall, C. (2015). 2015 NMC Technology Outlook for Australian TertiaryEducation: A Horizon Project Regional Report. Austin, Texas: The New Media Consortium.

Swinburne


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Johnson, L., Adams Becker, S., and Hall, C. (2015). 2015 NMC Technology Outlook for Australian TertiaryEducation: A Horizon Project Regional Report. Austin, Texas: The New Media Consortium.

Swinburne


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Rethinking the Roles of

Educators

Blended & Online

Learning Analytics

Personalised Learning

Scholarship of Teaching and

Learning

Open Education

OERsDigital

literacies

Authentic Assessment

SpacesMobile

Swinburne


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For the future…

Institutional approach to blended and online learning

Department-based workshops in blended learning and authentic assessment

Identifying exemplars of authentic assessment in departments

Encouraging teaching staff to undertake emoderation course and GCLT

Attend transforming learning conference