19 - 21 October 2016 | Hilton Hotel, Sydney, Australia

Media Center

Download the 2016 Final Agenda

Download the 2016 Final Agenda


The Future of Competency-Based Architecture A Learning-Centric, Standards-Based Approach

Faced with inefficiencies and challenges, many higher education institutions are turning to competency-based education (CBE) to restructure their academic programs. It’s been estimated that around 200,000 students are enrolled in online CBE programs throughout the United States.1 This number is likely to grow as universities see the possibilities of competency-based education in reaching and maintaining new students.

Exclusive Content

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. 

Driving change management to enhance blended learning

Much of the published content on blended learning has focused significantly on changes in pedagogy, but what about the cultural and mindset implications of blended learning? In this article, Susie MacFarlane shared insight into her team’s efforts to enable a blended learning environment for students at the School of Exercise & Nutrition, Deakin University.

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. 

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

During last year's Blended Learning Summit, we spoke to Kate Ramzan-Levy, Faculty Manager – Faculty of Business & Law, University of Newcastle; and Dr Ben Cleveland, Fellow at LEaRN, University of Melbourne, about 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.


[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. 


Using feedback to inform our transition to new teaching

At the last conference, Kate Ramzan Levy, Faculty Manager at University of Newcastle, explored how the Faculty of Business and Law was changing the way it delivered undergraduate courses in both schools, with emphasis on: 

  • Adopting new teaching practices
  • Testing new teaching and learning pilot spaces
  • Utilising new technologies in the classroom

Benchmarking: Breaking down institutional level guidelines to produce department operating standards

Sarah Stein, Director, Distance Learning, University of Otago, New Zealand, shared insight into the process of identifying best practices and learning from others, actual improvements result from considering processes, and tools and techniques, rather than comparing and reviewing measurements of activity only. 

Why space matters: Aligning space & technology to improve students’ educational experiences

Dr Ben Cleveland, Specialist at University of Melbourne, discussed four key issues facing the university in terms of creating successful blended learning environments for students and staff, including: 

  • Situating the use of technology in physical space
  • Improving pedagogy and the use of technology using physical space
  • Evaluating the effectiveness of blended learning environments
  • Sustaining new pedagogies through effective change management

Better Teaching, Better Learning Agenda at Monash University

Professor Darrell Evans, Vice-Provost (Learning and Teaching), gave the keynote presentation on instilling a culture of excellence in staff and students, focusing on the drivers for change, recognising diversity and engaging the community to provide better learning outcomes for students. 


Exciting world of blended learning

There has been much debate lately of ‘how much technology in the classroom is too much technology and at what point does it become unproductive?’ Unless students are only using technology and devices to play games, they will always learn something in terms of skill acquisition and/or cognitivity.

E-learning is missing link in internationalisation

Higher education institutions worldwide are subject to pressures that have grown in number and complexity. They recognise that the quality of their activities – research, teaching and learning and societal engagement – is integrally dependent upon sound internationalisation and digitalisation strategies (among other factors). 

Survey: What online professional learning do teachers prefer?

Educators from Pre-K up through higher education most often prefer to participate in professional learning opportunities that focus on training for online software and digital resources (34 percent), classroom management strategies (34 percent), and digital device training (33 percent).

Blended learning: The future of higher education?

Universities have long been wrestling with the internet. On the one hand it represents a huge opportunity, in the shape of an enormous resource and new methods of delivery; on the other it represents a huge threat, in the shape of an enormous resource and new methods of delivery.

Can blended learning reach superstar status with MOOCs?

Compilation of case studies that describe use of MOOCs as part of blended learning provides insights into new potential for massive online courses.

Blended learning is making teachers more productive in the classroom. Here's how.

Across the country, teachers are weaving technology into their lesson plans and classrooms, even if they aren't teaching intro to typing or programming. Blended learning is an educational approach in which students learn in some part through instruction or content from digital or online media — and it's on the rise. More teachers are adopting blended learning methods to bring technology into every subject area. These tools are making teachers more productive by giving them even more options for engaging lesson plans and more time to focus on individual students when not instructing the class at once.