2012 Colloquium Keynote
Gregor Kennedy - Negotiating a Disruption of Learning Time and Space
Abstract: It is difficult to ignore the current commentaries and popular press reports about how Universities are being challenged by the latest craze in online learning: Massive Open Online Courses or MOOCs. While there is certainly something worth attending to in all this, it is equally important to push beyond the hype and consider both how Universities have come to find themselves at the centre of this new technology storm, and its implications when it comes to how Universities think about teaching, learning and assessment. In this presentation I will argue that the rise of MOOCs has been a long time coming, and that significant changes in higher education over the last few decades reflect a fundamental shift in the relationship between “student” and “university”. Aside from a functional shift reflecting the diverse reasons students choose to go to university, there has been an operational shift in how students now engage with the university. This operational shift, aided and abetted by new technologies, continues to disrupt well-established University practices of teaching and learning that have operated in centralised time and space. This disruption is forcing University leaders, and chalk-face teaching staff, to think carefully and critically about what ingredients are important in fostering students’ engagement and learning at University.
2012 Colloquium Keynote - Gregor Kennedy
Associate Professor Gregor Kennedy is the Director of eLearning at The University of Melbourne and is based in the Centre for the Study of Higher Education. His current work involves leading the University's strategy in technology-enhanced learning and teaching, supporting staff in the use of learning technologies, and undertaking research in the area of eLearning. He has a background in psychology and has spent the last 15 years conducting and overseeing research and development in educational technology in higher education. His research interests include staff and students’ use of technology, contemporary learning design and emerging technologies, approaches to educational technology research and evaluation, computer-based interactivity and engagement, and the use of electronic measures for educational research and evaluation. He has published widely in these areas and is currently the co-editor the Australasian Journal of Educational Technology.