A 21st Century Learning Design (21CLD)–Supported Transformation Process in an Australian University Context

• In Event: 60.052 - Promoting Equitable Access to 21st-Century Skills: Global and Local Designs for Professional Learning

Abstract

Objectives & Purposes
Curtin University has an ambitious and visionary goal to transform the design and delivery of its educational offerings. The strategy, Learning for Tomorrow, guides transformative initiatives to reform teaching and learning and offer technology enriched learning. This process requires adequate, high-quality professional learning. 21CLD was identified as a promising professional learning opportunity for learning activity design. An intensive collaboration between Curtin and SRI International focussed on customisation for higher education, aligned with the Learning for Tomorrow strategy. As the program was originally developed for K-12 school environments and had never been implemented in a complex university setting with some 62,000 enrolments, this involved considerable adaptation.

Perspective: Learning for Tomorrow
Learning for Tomorrow also transforms physical spaces: lecture rooms are increasingly refurbished into flexible, technology-rich collaborative learning spaces, with professional learning programs that encourage active, collaborative learning. The new model for teaching and learning at Curtin blends lectures, flipped classroom approaches, technology enriched environments and distributed learning techniques, aiming to maximise flexibility and personalisation of learning for students with different needs.
Methods of Adaptation
The customisation of the program applied to delivery methods as well as content. The definitions and rubrics were revised, examples and case studies were replaced, and new learning activities were developed to fit the higher education environment. The program was converted to a modular design to suit the needs of the University and was integrated into the technology-rich collaborative learning spaces. It was also converted into a flipped learning experience, with video introductions to the overall program and the key ideas to be addressed in each workshop. An LMS gave participants access to all the pre-session materials, rubrics as well as other resources and tools used at the sessions.
Data Sources
The customised program was piloted in April 2013, with five half-day sessions attended by 102 Curtin University staff. Evaluative feedback was collected after each session, and a research plan is in place to continue to collect data through interviews with the participants to examine the longer-term impact of the 21CLD program on their work and professional development.

Results and Conclusions
The session evaluations indicate a very positive response to the program. The sessions were found useful and there was high participant satisfaction. Ideas for further development have also been identified based on the feedback. As a result of this positive experience, Curtin University is currently planning a wider rollout of 21CLD, as an integrated part of the university-wide transformation process. The Curtin Converged approach requires the program to address the needs of online and distributed learning more directly. Further research is needed in this area.

Significance of the Work
The research undertaken at Curtin University will provide an opportunity to evaluate a systematic and research based approach to pedagogically sound learning activity design in higher education in general, and more specifically, in evolving, technology-enriched, flexible learning environments. As the program is rolled out on a wider scale, it will also increase our understanding of the professional learning needs of 21st century teaching academics.

Authors

• Hanna Teras, Curtin University

• Tania Broadley, Curtin University

• Ann House, SRI International