1 Aspirational Standards for Staff Capabilities in Blended and Flexible Learning Professor Mike Keppell Charles Sturt University Australia EDULEARN11 - Barcelona
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Aspirational Standards for Staff Capabilities in Blended
and Flexible Learning
Professor Mike KeppellCharles Sturt University
AustraliaEDULEARN11 - Barcelona
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Risk versus Aspiration
The Blended and Flexible Learning Standards (BFL Standards) provide an institutional framework for RISK and ASPIRATION.
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6BFL Standards
1. Policy and practice
2. Continuous improvement
3. Good Practice Guidelines
4. Professional development
5. Learning outcome equivalency
6. Scholarship
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Professional Development for BFL
• Aspirational Framework for Academic Capabilities in BFL
• Course/Degree Directors and Course/Degree Teams
• Professional development for Educational Designers.
• Probationary programs for new staff
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Flexible learning
“Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place, mode of study, teaching approach, forms of assessment and staffing.
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Blended & Flexible Learning
“Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities.
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InteractionsInteractions ICTsICTs
PedagogyPedagogy Learning SpacesLearning Spaces
Multiliteracies Multiliteracies
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Interactions
Information access (degree and subject expectations)
Interactive learning (learner-to-content interactions)
Networked learning (learner-to-learner; learner-to-teacher interactions)
Student-generated content (learner-as-designers; assessment-as-learning interactions)
(Herrington & Oliver 2001).
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ICTs
e.g. Moodle, Sakai, Blackboard
Information access tools (e.g. subject outline)
Interactive learning tools (e.g. simulation)
Networked learning tools (e.g. forums, chats)
Student-generated content tools (e.g. digital stories)
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Pedagogy
Independent learning
Peer learning
Authentic interactions
Learning-oriented assessment (feedback-as-feedforward)
Learning outcomes
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Multi-literacies
Information literacy
ICT literacy
e-facilitation strategies
e-moderation strategies
Focussed on teaching staff and students
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PhysicalPhysical VirtualVirtual
FormalFormal InformalInformal InformalInformalFormalFormal
BlendedBlended
MobileMobile PersonalPersonal
OutdoorOutdoor Professional Professional PracticePractice
Learning SpacesLearning Spaces
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Dimension Level 1 Level 2 Level 3
Interactions
Pedagogy
ICTs
Learning Spaces
Multi-literacies
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Learning Design
Provides academic staff with a means to identify the characteristics of learning design that characterize BFL environments.
Framework is ‘aspirational’ - provides levels of quality learning and teaching practices in BFL towards which academics can aspire.
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Generative Implications
Academic staff can self-assess their own teaching using a rubric. May lead to conversations with educational designers and professional development opportunities.
This self-assessment may also assist the academic when applying for promotion by providing evidence to promotion panels.
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