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National Learning & Teaching Forum: Distance Learning Architecture
The document outlines the principles and practices of distance education, emphasizing its flexibility and the importance of technology in bridging the gap between learners and instructors. It explores the dynamics of distance learning, including assessment strategies, communication methods, and the design of learning spaces to enhance student engagement. Additionally, it discusses the challenges faced in transforming traditional educational models to accommodate diverse learning needs and environments.
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National Learning & Teaching Forum: Distance Learning Architecture
- 1. DISTANCE LEARNING ARCHITECTURE Professor Mike Keppell Director, The Flexible Learning Institute & Professor of Higher Education Charles Sturt University 1 1
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- 3. MULTI-CAMPUSES 3 3
- 4. QUESTIONS How many workat a distance education university? How many have studied a subject or degree via distance? How many have undertaken continuing education courses at a distance? 4 4
- 5. What When Distance Why Learning Where Architecture Who How 5 5
- 6. CHALLENGES Distance education landscape Learning andteaching Learning spaces Assessment Transformation 6 6
- 7. WHAT IS DISTANCE EDUCATION? WHAT IS DISTANCE LEARNING? WHAT IS A DISTANCE LEARNER? 7 7
- 8. WHAT IS DISTANCE EDUCATIONAND 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). 8 8
- 9. DISTANCE LEARNER A distancelearner 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). 9 9
- 10. LEARNING & TEACHING 10 10
- 11. Print Online Blended Face-to-Face DVD When should print/DVD/online/F2F/blended be used? 11 11
- 12. 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 12
- 13. 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 13 13
- 14. INTERACTIONS Information access Interactive learning Networkedlearning Student-generated content (Herrington & Oliver 2001). 14 14
- 15. COMMUNICATION STRATEGIES Distance education requires different methods of communication using electronic technologies. Synchronous & asynchronous Written, voice, video e.g. podcasts 15 15
- 16. 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? 16 16
- 17. WHAT TOOLS ASSIST DISTANCELEARNING? 17 17
- 18. Tools Affordance information access, interactive Learning Management Systems learning, networked learning, student- (Moodle, Sakai, Blackboard) generated content Teleconferences, videoconferences, synchronous Skype Podcasts, vodcasts asynchronous Web-conferencing tools (e.g. participation elluminate, wimba) web 2.0 tools (YouTube, Facebook, social networking, student-generated blogs, wikis, Twitter, Flickr, etc content 18 18
- 19. WHAT SPACES AREUSED FOR DISTANCE LEARNING? 19 19
- 20. DIVERSITY OF LEARNINGSPACES Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Professional Outdoor Practice 20 20
- 21. FORMAL & INFORMALSPACES 21 21
- 22. VIRTUAL LEARNING SPACES Formalvirtual learning spaces Informal virtual learning spaces Independent learning Peer learning 22 22
- 23. Formal Virtual Informal Virtual Learning Spaces Learning Spaces Moodle Facebook Sakai Flickr Blackboard YouTube Twitter Formal Formal I Informal Informal 23 23
- 24. FLEXIBILITY OF LEARNINGSPACES 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 24 24
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- 27. ASSESSMENT 27 27
- 28. WHAT IS ASSESSMENT? Formative and Summative Assessment OF Learning Assessment FOR Learning Assessment AS Learning Learning-Oriented Assessment 28 28
- 29. FORMATIVE AND SUMMATIVE ASSESSMENT FormativeAssessment Summative Assessment Assessment FOR learning Assessment OF learning Generally carried out Generally carried out at the during a course or project. end of a course or project. Typically used to provide Typically used to assign students with feedback to students a grade or mark. aid learning. Common forms: self- Common forms: assessment, peer- examination, written final assessment assignment 29 29
- 30. ASSESSMENT OF LEARNING Predominant form of assessment Usually summative Certifies student learning Used to report about progress Usually consists of tests or exams Represented by marks or letter grades Feedback is usually in the form of marks or grades Often used for a comparison between students (Earl, 2003). 30 30
- 31. ASSESSMENT FOR LEARNING Shifts emphasis from summative to formative Shifts emphasis from making judgements to descriptions which are useful for the next stage of learning Focuses on feedback to enhance individual students learning Still focused on the teacher’s role in the assessment process (Earl, 2003). 31 31
- 32. ASSESSMENT AS LEARNING Emphasises the student’s role in the assessment process Students are regarded as active, engaged and critical assessors Students monitor what they are learning - make adjustments, adaptations and major adjustments to their own learning Self assessment is the heart of the matter (Earl, 2003). 32 32
- 33. LEARNING-ORIENTED ASSESSMENT Assessment tasks AS learning tasks Students as self-evaluators Feedback as feedforward (Carless, Joughin, Liu, 2006; Keppell & Carless, 2006) 33 33
- 34. ONE OF THEGREATEST CHALLENGES IN HIGHER EDUCATION IS TO DESIGN SUMMATIVE ASSESSMENT THAT PERFORMS A FORMATIVE FUNCTION (CARLESS, JOUGHIN, LIU, 2006, P.8) 34 34
- 35. ASSESSMENT TASKS AS LEARNING TASKS Assessment tasks need to promote desired learning outcomes and dispositions Constructive 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 tasks Some degree of student choice in assessment tasks. 35 35
- 36. Learning-oriented assessment Student Assessment tasks involvement in Forward-looking as learning tasks assessment feedback processes 36 36
- 37. 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) 37 37
- 38. TEACHING FELLOWSHIPS 38 38
- 39. SUPPORT & STRATEGICCHANGE OF LEARNING & TEACHING • Sakai Division of • Professional Learning and Development Teaching • Educational Services Designers • Teaching The Flexible Fellowships The Education Learning • Standards for Practice Institute • Learning Institute Spaces • Policy 39 39
- 40. 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. 40 40
- 41. 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). 41 41
- 42. REDESIGN OF COURSES& SUBJECTS THROUGH BLENDED AND FLEXIBLE LEARNING 42 42
- 43. 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. 43 43
- 44. 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. 44 44
- 45. CHALLENGES Distance education landscape Learning andteaching Learning spaces Assessment Transformation 45 45
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- 47. http://www.csu.edu.au/division/landt/flexible-learning/ http://www.ascilite.org.au/ 47 47
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