Blended Learning 2017 &raquo; Additional Content Download

University of Sydney's 7 Stage Approach to Personalise Student Feedback & Measure Blended Learning Outcomes

Professor Abelardo Pardo, Senior Lecturer at University of Sydney, recently shared exclusive insight in this interactive infographic on how his team has set out to pursue several new initiatives to support student learning outcomes, based on the results of the dashboard trial. This infographic breaks down the seven stages that enabled personalised feedback institution-wide and explores:

Addressing lessons learned from trialling dashboards.
Scaling personalised messages that focus on students' approaches to learning.
Using satisfaction surveys to collect valuable insights.
Factoring in midterm exam scores to measure effectiveness of personalised messages.
Government partnerships.
Building a platform to provide personalised student messages at scale and enable widespread adoption.
Establishing alignment between academics, data management teams, tech support and leadership teams.

Blended learning: Improving student outcomes through learning spaces

In this interview Kate Ramzan-Levy, Faculty Manager – Faculty of Business & Law, University of Newcastle; and Dr Ben Cleveland, Fellow at LEaRN, University of Melbourne, explore how spaces can be used to provide a blended learning environment that supports student outcomes. In this video, they explore how to measure the effectiveness of learning spaces; interventions that can be made to further improve outcomes; and the influence of space on pedagogy.

How Australian universities are implementing innovative blended learning methods to boost student engagement

Advances in technology have enabled students with greater flexibility in how they learn, which has influenced the need for educators to engage students beyond the traditional classroom environment. In this exclusive eBook, several specialists from Deakin University, Monash University, Charles Sturt University and University of Sydney, share exclusive insight into how they are supporting student learning outcomes by creating effective and adaptable blended learning environments.

[Video transcript] Improving student outcomes through learning spaces

This is the video transcript featuring insights by Kate Ramzan-Levy, Faculty Manager – Faculty of Business & Law, University of Newcastle; and Dr Ben Cleveland, Fellow at LEaRN, University of Melbourne.

An inside look at how Monash University’s blended learning transformation is improving student outcomes

In Australia, pedagogy changes have taken centre-stage as universities look to transform the student experience. By focusing on their learning outcomes, there’s an opportunity to ensure students reach their goals and enhance the reputation of their wider institutions as hubs of excellence. Ahead of Blended Learning 2016, we take a look at how Monash University has established a long-term strategy through its Better Teaching, Better Learning Agenda, to help educators embrace a wider perspective on curriculum design, and align it with students’ needs to deliver the best possible learning environment.

Integrating ePortfolios Across University Programs for Placing Students at the Centre of their Learning and Continued Learning

Over the past years, there has been an increased exploration of ePortfolio’s in higher education across disciplines at both the undergraduate and graduate level. In this video interview Professor Priscilla Trahar, Learning Designer (ePortfolio’s), University of Sunshine Coast, discusses how the University of the Sunshine Coast is integrating ePortfolio’s within Blackboard and across facilities to encourage learning centered practices amongst students, including:

Facilitating student reflection and engagement with their own learning across degree as well as for continued learning after degree
Using collaborative tools for innovative and interactive teaching methods
Best practise methods for blended learning through ePortfolio’s

Educating Students in a Time of Disruption: Becoming Innovative and Creating an Internal Shift Towards Blended Learning

In this video interview, Professor James Arvanitakis, Dean of the Graduate Research School, Western Sydney University, explores:

Looking to the future of education: embracing change to improve the learning experience
Discuss the balance between delivery of disciplinary content and developing new graduate attributes: incorporating skills into a blended curriculum
Creating the internal shift to encourage and develop a flexible and innovate curriculum
Redefining the roles of a next generation university – what does an Uber University look like?
Using Blended Learning as a driver of change

Interview transcript with Professor James Arvanitakis, Dean of the Graduate Research School, Western Sydney University

In this interview, Professor James Arvanitakis, Dean of the Graduate Research School, Western Sydney University, explores:

Looking to the future of education: embracing change to improve the learning experience
The balance between delivery of disciplinary content and developing new graduate attributes: incorporating skills into a blended curriculum
Creating the internal shift to encourage and develop a flexible and innovate curriculum
Redefining the roles of a next generation university – what does an Uber University look like?
Using Blended Learning as a driver of change

How to change mindsets & introduce blended learning techniques successfully

In this article, Susie MacFarlane, Senior Facilitator, Teaching Excellence and Innovation, shares insight into her team’s efforts to enable a blended learning environment for students at the School of Exercise & Nutrition, Deakin University.

Presentation: Educating Students in a Time of Disruption: Becoming Innovative and Creating an Internal Shift to Drive the Future of Universities

With an estimated seven career changes in today’s students’ lifetime, the age of the ‘four year career’ is forcing universities and other education institutions to adapt, diversify and respond. Educators need to prepare students for such an environment by becoming flexible and keep up with demand for multi-disciplinary and modal thinking in a rapidly transforming employment market. While innovations within the education industry have included Massive Open Online Courses (MOOCs), creative blended learning environments and industry/university partnerships, a university looks today similar to what it did a generation ago. The question is, ‘what is next?’ How do we prepare for the impact of a major disruption as an ‘Uber’ university?

In this presentation from Blended Learning 2016, Professor James Arvanitakis, Dean of the Graduate Research School, Western Sydney University, explores:

Looking to the future of education: embracing change to improve the learning experience
The balance between delivery of disciplinary content and developing new graduate attributes: incorporating skills into a blended curriculum
Creating the internal shift to encourage and develop a flexible and innovate curriculum
Redefining the roles of a next generation university – what does an Uber University look like?
Using Blended Learning as a driver of change

The Future of the Lecture: Abolition or Paradigm Shift?

The challenge faced by ‘the lecture’ of the future is its balance between imparting knowledge and facilitating

active learning. In this presentation from Blended Learning 2016, Dr Chris Thompson, Associate Dean (Education) & Senior Lecturer at Monash University, explores how this current shift

in culture is impacting on student learning, inlcuding:

Does the traditional, didactic lecture still have a place in higher education?
How a lecture in 2020 look different might compared to 20 years earlier?
Is ‘flipped learning’ the right model for large undergraduate cohorts?

Navigating Changing Student Dynamics and Heightened Expectations for Creating a Learner Centred Environment

With changing student cohorts it is important to align institutional strategy, curriculum development, and space design to support educators to employ active learning pedagogy. Educational institutes have been challenged to rethink how they can align with personalised and technical demands students are familiar with in their every day lives.

In this presentation from Blended Learning 2016, Professor Pascale Quester, Deputy Vice-Chancellor and Vice-President (Academic) and Pro Vice-Chancellor (Student Learning), University of Adelaide, explores:

Insight on the changing dynamics and what constitutes a course in the contemporary educational setting
Creating an environment for enabling students to be the centre of their learning
Aligning assessment methods within a blended learning environment

Interview transcript: Integrating ePortfolio’s Across University Programs for Placing Students at the Centre of their Learning and Continued Learning

Over the past years, there has been an increased exploration of ePortfolio’s in higher education across disciplines at both the undergraduate and graduate level. In this video interview Professor Priscilla Trahar, Learning Designer (ePortfolio’s), University of Sunshine Coast, discusses how the University of the Sunshine Coast is integrating ePortfolio’s within Blackboard and across facilities to encourage learning centered practices amongst students, including:

Facilitating student reflection and engagement with their own learning across degree as well as for continued learning after degree
Using collaborative tools for innovative and interactive teaching methods
Best practise methods for blended learning through ePortfolio’s

James Arvanitakis Past presentation

Blended Learning 217 Registration Form

Interested in registering Blended Learning 2017? Fill out this quick online form and email it back to @registration@iqpc.com.au to fast track your attendance!

What’s next for blended learning? An inside look at how three universities are evolving their blended learning strategies to drive student engagement and improve learning outcomes

In this eBook three universities explore the specific areas each are focusing on to improve student learning outcomes by creating effective and adaptable blended learning environments.

Read on, to learn more about how:

The University of Sydney is drivinginstitution-wide curriculum transformation through blended learning initiatives
Charles Sturt University is rolling-out a new interactive and adaptive Online Learning Model (OLM) called U!magine and how it is being used to create a connected learning experience
Monash University is using learning analytics to enhance enquiry-driven student learning

[eBook] What’s next for blended learning? An inside look at how three universities are evolving their blended learning strategies to drive student engagement and improve learning outcomes

Improving student engagement through blended learning"How a flipped learning model is being used at the University of Melbourne to drive engagement throughout all stages of the learning cycle

In this article, Professor Raoul Mulder, Associate Dean for Academic Innovation and Advancement in the Faculty of Science at the University of Melbourne, explores the flipped learning initiatives he is currently trialling at the University Melbourne to encourage student engagement in preparation for, and participation in class.

How to Build a Successful Blended Learning Model

When you make the switch to a blended learning model, you find yourself making instructional choices for students that empower them to utilize technology in a very independent and deliberate manner.

6 Best Practices For Expanding A Blended Learning Initiative

In 2009, Colorado District 49 began looking for ways to provide more flexible learning opportunities. We wanted to include as many students as possible, both to alleviate overcrowding in our brick-and-mortar schools and to attract students for whom a virtual model was the only way to keep them in the district.