1. T hinking Flexibly About Flexible Learning Considering Pedagogical Approaches To Leverage The Tools Of Our Time & Foster Rich Learning Opportunities With Our Students March 2015 Dr. Susan Crichton University of British Columbia, Canada

2. From Blended Learning to Flexible Learning … LEARNERS & FACULTY TIME TOGETHER – ALONE ASSIGNMENTS / ASSESSMENT CONTENT Beyond basic information Authentic demonstrations of learning F2F / Flexible places & spaces

3. Information is NOT in short supply Questions guiding this talk: When students have ubiquitous access to information, has it changed our teaching and learning options? What is precious in a connected, global, digital world? As educators, where is our place in learning?

4. Learning Occurs in Dialogue with Others … 7 Tips to Consider* 1.How can students make public contributions to knowledge Practice digital literacy – share knowledge Problem find – locate real problems to address Solve those problems in the semester Publically display solutions http://cooltoolsforschools.wikispaces.com/Collaborative+Tools *Acknowledgement to Cathy Davidson – UNESCO webtalk

5. Learning Occurs in Dialogue with Others … 7 Tips to Consider 2.Think critically, contribute creatively Move beyond basic knowledge acquisition Don’t stop w/ critical thinking; do something creative Find creative solutions to problems that matter Share solutions / knowledge publically http://www.web2teachingtools.com/developing-critical-thinking-skills.html

6. Learning Occurs in Dialogue with Others … 7 Tips to Consider 3.Promote a mission – think about problems worth solving Engage in proactive learning Use design thinking Learn the value of empathy Commit to prepare resilient, global citizens https://openideo.com/

7. Learning Occurs in Dialogue with Others … 7 Tips to Consider 4.Let students take the lead Maintain learning logs – field notes Engage in peer teaching / learning Explore theory directly through related field work Facilitate students in finding & forming their own inquiries (refer #1)

8. Learning Occurs in Dialogue with Others … 7 Tips to Consider 5.Rethink assessment Value what counts not easily what can be easily counted Honor competencies & certification requirements Reject standardized testing Consider badging – crediting smaller, possibly more important competences (mission v major) https://www.nwea.org/blog/2014/33-digital-tools-advancing-formative-assessment-classroom/

9. Learning Occurs in Dialogue with Others … 7 Tips to Consider 6.Manage expectations Recognize we can’t change it / do it all Faculty take workshops but often fail to implement Faculty become disappointed by possibilities – working harder with less satisfaction Administrators must empathize w challenges of flexible learning

10. Challenges of Flexible Learning Possibilities / Opportunities Pedagogical Shifts Technology Managing Tool & Support

11. Learning Occurs in Dialogue with Others … 7 Tips to Consider 7.Just Do It! Use design thinking – think about your students and their needs – backward design Find work “arounds” – explore options Shield the remarkable & amazing faculty – help them to thrive not only survive Form alliances, partnerships, collaborative teams

12. What We Are Doing At UBC … Faculty of Education is taking the lead Developing a certification in Higher Education - Teaching & Learning Audience – graduate students, TAs, interested faculty – Learning theory – Design – Flexible learning environments – Assessment options

13. The Questions Remain … When students have ubiquitous access to information, has this changed our teaching and learning options? What is precious in a connected, global, digital world? As educators, where is our place in learning?

14. Questions? Susan Crichton susan.crichton@ubc.ca www.innovativelearningcentre.ca

15. Tomorrow's Professor eNewsletter Desktop Faculty Development 100 Times a Year Stanford Centre for Teaching and Learning Questions from First-Time Online Instructors 1)How Do I Know It's the Learner Doing the Work? 2)How Do I Know It's the Learner Taking the Test? 3)How Do I Balance Effort and Points? 4)How I Know If Learning is Occurring? 5)How Can I Teach Online and Still Have a Balanced Life? http://cgi.stanford.edu/~dept-ctl/cgi- bin/tomprof/posting.php?ID=1397http://cgi.stanford.edu/~dept-ctl/cgi- bin/tomprof/posting.php?ID=1397 Why are you teaching that? http://cgi.stanford.edu/~dept-ctl/cgi- bin/tomprof/posting.php?ID=1394http://cgi.stanford.edu/~dept-ctl/cgi- bin/tomprof/posting.php?ID=1394 Questions from 1 st time online instructors