- Education, Instructional Design, Educational Technology, Scholarship of Teaching and Learning, Educational Leadership, Adult Education, and 15 moreTransformative Learning, E-learning, Distance Education, Assessment, Curriculum Design, Lifelong Learning, Higher Education, Information & Communication Technology, Inquiry Based Learning, Educational Development, Doctoral Supervision, Assessing Groupwork, Negotiated Assessment, Digital Media & Learning, and Web 2.0edit
- I am Pro Vice-Chancellor, Learning and Teaching at Taylor's University, Malaysia. I have worked at seven universities... moreI am Pro Vice-Chancellor, Learning and Teaching at Taylor's University, Malaysia. I have worked at seven universities, held formal leadership roles across all institutions, and been a full Professor since 2007. With a strong research and scholarship background in higher education, educational technology and innovative learning design, I have edited three books, authored over 100 peer-reviewed publications, and worked on research projects valued at $AUS16M. Passionate about learning and teaching, I have been an academic developer and designed institution-wide professional development with a focus on learning design.edit
Higher education is facing a renaissance in terms of its approaches to teaching and learning and the use of physical and virtual spaces. Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning... more
Higher education is facing a renaissance in terms of its approaches to teaching and learning and the use of physical and virtual spaces.
Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment documents real-world experiences of innovators in higher education who have redesigned spaces for learning and teaching. The redefined spaces encompass a broader range of physical, virtual, formal, informal, blended, flexible, and time sensitive factors.
Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment documents real-world experiences of innovators in higher education who have redesigned spaces for learning and teaching. The redefined spaces encompass a broader range of physical, virtual, formal, informal, blended, flexible, and time sensitive factors.
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Instructional designers play a significant role in enhancing teaching and learning in cross-cultural international settings, universities, faculties, departments and school settings. Instructional designers enter these communities of... more
Instructional designers play a significant role in enhancing teaching and learning in cross-cultural international settings, universities, faculties, departments and school settings. Instructional designers enter these communities of practice and attempt to understand the context and achieve legitimate participation in each community. This book examines how instructional designers work across these diverse communities of practice, and illustrates the different methods with a range of heuristic, communication, and other unique strategies. This book consists of a number of peer-reviewed chapters that document real-world cases of instructional designers who work in diverse communities of practice.
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The medical course at the University of Melbourne incorporates elements of Problem-Based Learning (PBL) and Self-Directed Learning (SDL). The use of Information Technology (IT) is an important feature of the new curriculum. TopClass is... more
The medical course at the University of Melbourne incorporates elements of Problem-Based Learning (PBL) and Self-Directed Learning (SDL). The use of Information Technology (IT) is an important feature of the new curriculum. TopClass is utilised to deliver the web-based ...
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Blended learning combines face-to-face teaching approaches with online learning to best achieve learning outcomes. The emphasis is on enhanced learning and teaching by using the unique affordances of the medium. Blended learning... more
Blended learning combines face-to-face teaching approaches with online learning to best achieve learning outcomes. The emphasis is on enhanced learning and teaching by using the unique affordances of the medium. Blended learning emphasises the creation of alternative ...
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Universities in the 21st century need to be responsive to the changing needs of societies by providing accessible and equitable learning and teaching options. This may mean that Universities need to provide authentic and flexible... more
Universities in the 21st century need to be responsive to the changing needs of societies by providing accessible and equitable learning and teaching options. This may mean that Universities need to provide authentic and flexible approaches in order to cater for learners in regional as well as urban environments. Distance education universities, in particular, have traditionally been sensitive to providing equitable options for their diverse range of students spanning the rural, urban and global educational community. To effectively fulfil this mission a university needs to be continually evaluating and transforming teaching and learning and undertaking curriculum renewal on a regular basis in order to provide accessible and equitable learning opportunities. In order to achieve these goals, traditional distance education universities are diversifying the range of teaching and learning options by utilising online teaching and learning and blended learning options in an attempt to extend their educational reach and be responsive to the needs of students. Because 'the centrepiece of any organization is the curriculum it offers its students' (Tierney, 1999, p. 41), the design of curricula needs to be carefully considered to embrace the needs of students, and provide equitable teaching and learning options for the university community.
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This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional... more
This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.
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Universities in the 21st century need to be responsive to the changing needs of societies by providing accessible and equitable learning and teaching options. This may mean that Universities need to provide authentic and flexible... more
Universities in the 21st century need to be responsive to the changing needs of societies by providing accessible and equitable learning and teaching options. This may mean that Universities need to provide authentic and flexible approaches in order to cater for learners in regional as well as urban environments. Distance education universities, in particular, have traditionally been sensitive to providing equitable options for their diverse range of students spanning the rural, urban and global educational community. To effectively fulfil this mission a university needs to be continually evaluating and transforming teaching and learning and undertaking curriculum renewal on a regular basis in order to provide accessible and equitable learning opportunities. In order to achieve these goals, traditional distance education universities are diversifying the range of teaching and learning options by utilising online teaching and learning and blended learning options in an attempt to extend their educational reach and be responsive to the needs of students. Because 'the centrepiece of any organization is the curriculum it offers its students' (Tierney, 1999, p. 41), the design of curricula needs to be carefully considered to embrace the needs of students, and provide equitable teaching and learning options for the university community.
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... separate scenes which included three major components: an overview, an activity and areinforcement activity. ... of what each scene was to look like including the content and activities to be ... was developed to outline the sequence... more
... separate scenes which included three major components: an overview, an activity and areinforcement activity. ... of what each scene was to look like including the content and activities to be ... was developed to outline the sequence of scenes and navigation of the multimedia game ...
Research Interests: Psychology and Multimedia
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... the use of this chart, an electronic dental chart was created to allow users to create treatment plans within the multimedia module. ... At the conclusion of the case and after reinforcement activities the student is provided with... more
... the use of this chart, an electronic dental chart was created to allow users to create treatment plans within the multimedia module. ... At the conclusion of the case and after reinforcement activities the student is provided with comprehensive patient feedback in relation to "Matthew's ...
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Page 1. Evaluation and Redesign of the Clinicians Health Channel Mike Keppell Biomedical Multimedia Unit The University of Melbourne Australia mkeppell@unimelb. edu.au Matthew Riddle Teaching, Learning & Research ...
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This study applied expectancy-value model (Eccles et al., 1983; Wigfield & Eccles, 2000) to Tai Chi among university students in Hong Kong. A total of 117 college students participated in the study assessing their expectancy-related... more
This study applied expectancy-value model (Eccles et al., 1983; Wigfield & Eccles, 2000) to Tai Chi among university students in Hong Kong. A total of 117 college students participated in the study assessing their expectancy-related beliefs, task values, and intention for future participation. The correlations revealed the moderately positive relationship among students' expectancy-related beliefs and subjective task values. And multiple regressions indicated that importance and interest emerged as the significantly positive predictors for students' intention for future participation in Tai Chi exercise. The Chinese version of expectancy-value scale with satisfactory internal consistency can offer reference for studying motivation toward various physical activity programs among the Hong Kong or other Chinese population. The results of current study provide empirical support for previous research in the relationship among the constructs of the expectancy-value theory and their correlation with intention to exercise participation. The findings also provide implications on the instruction and promotion of Tai Chi exercise. The effects of 'expectancy-value' on participation in other physical activities will require further investigation.
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Keppell, M., Wlodek, ME, Ping, S., Kennedy, G., Kirk, J. & Judd, T. (2003). Developments in Authentic Learning: A Woman's Reproductive Life Cycle. In D. Lassner... more
Keppell, M., Wlodek, ME, Ping, S., Kennedy, G., Kirk, J. & Judd, T. (2003). Developments in Authentic Learning: A Woman's Reproductive Life Cycle. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications ...
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Airiti Library華藝線上圖書館.
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This paper presents a teaching/learning model that utilizes information technology to facilitate critical thinking and collaboration skills in two physical education modules, Adapted Physical Education (28) students, and Motor Learning... more
This paper presents a teaching/learning model that utilizes information technology to facilitate critical thinking and collaboration skills in two physical education modules, Adapted Physical Education (28) students, and Motor Learning (27 students), taught at the Hong Kong Institute of Education. The aim of the project was to examine whether three types of asynchronous online activities embedded within the Blackboard Learning Management System enhanced student learning. The effectiveness of these activities was assessed through the number of online interactions (ranging from 37 to 132 interactions per topic), improved ability to integrate theory with practical settings, and high level of student satisfaction with the online mode of delivery. The study indicated that the creation of alternative learning spaces in the Blackboard Learning Management System is an effective platform to enhance learning through interactive student-centered learning activities beyond the physical education classroom.
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Abstract This paper reports on the design of DNAexplorer, a computer facilitated learning package, which was developed to support the teaching and learning of bioinformatics. The instructional design of the package was broadly based on a... more
Abstract This paper reports on the design of DNAexplorer, a computer facilitated learning package, which was developed to support the teaching and learning of bioinformatics. The instructional design of the package was broadly based on a model of situated cognition, with particular ...
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This Colloquium will provide an opportunity for participants to explore largely unchartered territory. It offers valuable insights into the real-life challenges facing first-time distance learners and the difficulties for tertiary... more
This Colloquium will provide an opportunity for participants to explore largely unchartered territory. It offers valuable insights into the real-life challenges facing first-time distance learners and the difficulties for tertiary institutions in meeting students' needs in today's digitally connected and socially wired world. The Colloquium is framed in the wider context of growing concerns about attrition and completion rates of distance learners and is informed by a joint Massey University and Charles Sturt University research project designed to investigate the experiences of first-time distance learners from their own perspectives. It will be hosted by the project leader, Professor Mark Brown who has 20 years of leadership experience in distance education.
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Ambitiously introduced by the Hong Kong government in 1998, all pre-service teachers should attain the Upper Intermediate level of IT Competency in Education as a qualification before their entry into the teaching profession (EMB, 1998).... more
Ambitiously introduced by the Hong Kong government in 1998, all pre-service teachers should attain the Upper Intermediate level of IT Competency in Education as a qualification before their entry into the teaching profession (EMB, 1998). This level focuses on the effective use of IT across the curriculum and using IT in a meaningful educational context to maximize the instructional process. This paper discusses how the proactive strategy of ITCE empowerment and the portfolio-based assessment approach have been successfully implemented in the post-graduate programme of primary teacher-education at the Hong Kong Institute of Education. Quantitative and qualitative feedback of the strategy was gathered and it was found that students were accomplished in gaining positive and valuable insights of IT in education.
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This chapter examines the unique role of instructional designers within the university setting, particularly when their knowledge is combined with leadership positions to broker across communities of practice. In their role as brokers,... more
This chapter examines the unique role of instructional designers within the university setting, particularly when their knowledge is combined with leadership positions to broker across communities of practice. In their role as brokers, they coordinate multi-disciplinary projects and collaborations that foster connections across communities of practice, acting effectively as language translators. The instructional designer has an influential position in an organisation when they can utilise their multi-disciplinary perspective to create new possibilities for innovative design and professional development. This borderline position needs to be carefully managed as it is a precarious balance between being accepted as a change agent, and being ineffective. This chapter will outline a case study that examines the role of an instructional designer in influencing institutional change through the introduction of blended learning.
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This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional... more
This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.
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The discipline of education is a multi-faceted system that must constantly integrate new strategies and procedures to ensure successful learning experiences. Enhancements in education provide learners with greater opportunities for growth... more
The discipline of education is a multi-faceted system that must constantly integrate new strategies and procedures to ensure successful learning experiences. Enhancements in education provide learners with greater opportunities for growth and advancement. Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies is an authoritative reference source for the latest scholarly research on learner-focused approaches within adult education environments. Featuring expansive coverage on topics relating to open education, lifelong learning, and formal qualifications, this book is a crucial reference source for researchers, educators, policy makers, and educational administrators interested in the relationship between formal credentials and open education. This book features timely, research-based chapters across a variety of relevant topics including, but not limited to, educational resources, lifelong learning achievements, and the benefits of formal qualifications and licensing.
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This " open education action lab " session aims to provide a brainstorming workshop discussing some preliminary findings and key issues raised in the 2015 OERu (Open Educational Resources University) input evaluation, particularly... more
This " open education action lab " session aims to provide a brainstorming workshop discussing some preliminary findings and key issues raised in the 2015 OERu (Open Educational Resources University) input evaluation, particularly relating to the design practices of open online learning with formal credentialing and accreditation. Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 36 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free OER-based online courses and " affordable ways for learners to gain academic credit towards qualifications from recognised institutions ". The evaluation aims to assess different design options and identify major challenges. The goals of this workshop are to report the lessons we have learned, facilitate discussions, and obtain feedback into our initial findings. On completion of the workshop, participants will have an in-depth understanding of design options and business models for open learning with formal credentialing as well as the major challenges based on the OERu practices. They will also have opportunities to share their own practices and insights.