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Mike Keppell

Taylor's University, Pro Vice-Chancellor, Learning and Teaching, Faculty Member

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I 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.

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University of California, Santa Barbara

Ataturk University

Alistair McCulloch

University of South Australia

University of British Columbia

University of Greenwich

George K. # Zarifis

Aristotle University of Thessaloniki

National University of "Kyiv-Mohyla Academy"

Prof Abdulai Abukari

The British University in Dubai

Fernando Zamith

Universidade do Porto

The University of Sydney

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Books by Mike Keppell

Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment

Higher education is facing a renaissance in terms of its approaches to teaching and learning and ... 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.

Instructional Design: Case Studies in Communities of Practice

Instructional designers play a significant role in enhancing teaching and learning in cross-cultu... 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.

Papers by Mike Keppell

Optimising communication between instructional designers, graphic artists and computer programmers in the development of multimedia materials

Online learning, collaboration and learning-oriented assessment: Four cases focusing on teacher-education

Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and le... more Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.

Transforming distance education curricula through distributive leadership

Australasian Journal of Educational Technology, Dec 31, 2010

This paper examines a core leadership strategy for transforming learning and teaching in distance... more This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.

Transforming distance education curricula through distributive leadership

Alt-j, Nov 1, 2010

This paper examines a core leadership strategy for transforming learning and teaching in distance... more This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.

Coaching Medical Academics in Multimedia and On-line Teaching and Learning Principles

EdMedia: World Conference on Educational Media and Technology, 2001

The medical course at the University of Melbourne incorporates elements of Problem-Based Learning... more

e-Learning pedagogical strategies for engaging students in higher education

Blended learning combines face-to-face teaching approaches with online learning to best achieve l... more

Student-centred learning: Multimedia designs using authentic learning interactions in Medecine, Dentistry and Health Sciences

Design for learning spaces and innovative classrooms [Editorial]

The texts published in this journal, unless otherwise indicated, are subject to a Creative Common... more The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0 Unported licence. They may be copied, distributed and broadcast provided that the author and the e-journal that publishes them, eLearning Papers, are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on http://creativecommons.org/licenses/by-nc-nd/3.0/ eLearning Papers is a digital publication on eLearning by openeducationeuropa.eu, a portal created by the European Commission to promote the use of ICT in education and training.

Redesigning curricula using blended learning: a development-based research approach

Universities in the 21st century need to be responsive to the changing needs of societies by prov... 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.

Collaboration and online assessment: Four cases in teacher-education

Instructional design : case studies in communities of practice / Michael J. Keppell [editor]

Chapter.II Exploring.the.Tensions.in.Educational.and.Instructional.Design.in. Australian.Universi... more

Multimedia Learning Designs

IGI Global eBooks, 2008

This chapter describes the learning design of two multimedia modules which complement a problem-b... 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.

Redesigning Curricula using Blended Learning

BRILL eBooks, 2010

Universities in the 21st century need to be responsive to the changing needs of societies by prov... 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.

An investigation of student teachers' attitudes to the use of media triggered problem based learning

Australasian Journal of Educational Technology, May 30, 2008

This study investigates how teacher education students responded to a particular suite of educati... more This study investigates how teacher education students responded to a particular suite of educational products that involved media based educational learning objects, and their attitudes to them in fostering student centred learning in general, and problem based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training. Two lines of inquiry have been followed throughout the investigation: i. to identify and describe student attitudes to the newly developed video rich PBL courseware for teacher education; and ii. to explore how such educational courseware can be used, enhanced, and presented as examples of learning objects in actual teaching situations. The implications and recommendations arising from the findings obtained in this research project will provide teacher educators with some initial insights when using similar media based products in teacher education.

Learning‐oriented assessment: a technology‐based case study

Assessment in Education: Principles, Policy & Practice, Jul 1, 2006

Using educational technology to advance the practice of preparing children and families for hospitalisation

It is widely acknowledged that hospitalisation can be a stressful experience for children and the... more It is widely acknowledged that hospitalisation can be a stressful experience for children and their families. There is strong evidence in the literature that the utilisation of well-designed preparation programs can assist children to overcome their fear of hospitalisation and increase their ability to cope with medical procedures. A range of preparation programs have been described in the literature as have barriers to implementation including cost, access and flexibility. It is also important that the content presented is appropriate for the children undertaking the preparation in order to promote understanding. It is imperative that current and future research continues to focus on reducing children's fear of hospitalisation and draws upon previous knowledge to produce effective modes of preparation. The aim of this paper is to discuss how the use of multimedia technology can maintain the momentum in the development of effective preparation programs for children undergoing elective surgery. This paper will provide an overview of the instructional design process for a multimedia preparation program and present data to demonstrate that the program developed is a cognitively appropriate and an acceptable form of preparation for children aged 7-11 years who are scheduled for elective surgery.

Using authentic patient encounters to engage medical students in a problem-based learning curriculum

Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment

Higher education is facing a renaissance in terms of its approaches to teaching and learning and ... 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.

Instructional Design: Case Studies in Communities of Practice

Instructional designers play a significant role in enhancing teaching and learning in cross-cultu... 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.

Optimising communication between instructional designers, graphic artists and computer programmers in the development of multimedia materials

Online learning, collaboration and learning-oriented assessment: Four cases focusing on teacher-education

Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and le... more Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.

Transforming distance education curricula through distributive leadership

Australasian Journal of Educational Technology, Dec 31, 2010

This paper examines a core leadership strategy for transforming learning and teaching in distance... more This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.

Transforming distance education curricula through distributive leadership

Alt-j, Nov 1, 2010

This paper examines a core leadership strategy for transforming learning and teaching in distance... more This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.

Coaching Medical Academics in Multimedia and On-line Teaching and Learning Principles

EdMedia: World Conference on Educational Media and Technology, 2001

The medical course at the University of Melbourne incorporates elements of Problem-Based Learning... more

e-Learning pedagogical strategies for engaging students in higher education

Blended learning combines face-to-face teaching approaches with online learning to best achieve l... more

Student-centred learning: Multimedia designs using authentic learning interactions in Medecine, Dentistry and Health Sciences

Design for learning spaces and innovative classrooms [Editorial]

The texts published in this journal, unless otherwise indicated, are subject to a Creative Common... more The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0 Unported licence. They may be copied, distributed and broadcast provided that the author and the e-journal that publishes them, eLearning Papers, are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on http://creativecommons.org/licenses/by-nc-nd/3.0/ eLearning Papers is a digital publication on eLearning by openeducationeuropa.eu, a portal created by the European Commission to promote the use of ICT in education and training.

Redesigning curricula using blended learning: a development-based research approach

Universities in the 21st century need to be responsive to the changing needs of societies by prov... 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.

Collaboration and online assessment: Four cases in teacher-education

Instructional design : case studies in communities of practice / Michael J. Keppell [editor]

Chapter.II Exploring.the.Tensions.in.Educational.and.Instructional.Design.in. Australian.Universi... more

Multimedia Learning Designs

IGI Global eBooks, 2008

This chapter describes the learning design of two multimedia modules which complement a problem-b... 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.

Redesigning Curricula using Blended Learning

BRILL eBooks, 2010

Universities in the 21st century need to be responsive to the changing needs of societies by prov... 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.

An investigation of student teachers' attitudes to the use of media triggered problem based learning

Australasian Journal of Educational Technology, May 30, 2008

This study investigates how teacher education students responded to a particular suite of educati... more This study investigates how teacher education students responded to a particular suite of educational products that involved media based educational learning objects, and their attitudes to them in fostering student centred learning in general, and problem based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training. Two lines of inquiry have been followed throughout the investigation: i. to identify and describe student attitudes to the newly developed video rich PBL courseware for teacher education; and ii. to explore how such educational courseware can be used, enhanced, and presented as examples of learning objects in actual teaching situations. The implications and recommendations arising from the findings obtained in this research project will provide teacher educators with some initial insights when using similar media based products in teacher education.

Learning‐oriented assessment: a technology‐based case study

Assessment in Education: Principles, Policy & Practice, Jul 1, 2006

Using educational technology to advance the practice of preparing children and families for hospitalisation

It is widely acknowledged that hospitalisation can be a stressful experience for children and the... more It is widely acknowledged that hospitalisation can be a stressful experience for children and their families. There is strong evidence in the literature that the utilisation of well-designed preparation programs can assist children to overcome their fear of hospitalisation and increase their ability to cope with medical procedures. A range of preparation programs have been described in the literature as have barriers to implementation including cost, access and flexibility. It is also important that the content presented is appropriate for the children undertaking the preparation in order to promote understanding. It is imperative that current and future research continues to focus on reducing children's fear of hospitalisation and draws upon previous knowledge to produce effective modes of preparation. The aim of this paper is to discuss how the use of multimedia technology can maintain the momentum in the development of effective preparation programs for children undergoing elective surgery. This paper will provide an overview of the instructional design process for a multimedia preparation program and present data to demonstrate that the program developed is a cognitively appropriate and an acceptable form of preparation for children aged 7-11 years who are scheduled for elective surgery.

Using authentic patient encounters to engage medical students in a problem-based learning curriculum

Preparing children and their families for hospitalisation: a review of the literature

Neonatal, paediatric and child health nursing, Jul 1, 2004

An interactive multimedia approach to preparing children and their families for hospitalisation

... separate scenes which included three major components: an overview, an activity and areinforc... more

Design Options for Open Education with Formal Credentialing (Open Education Global 2015）

by Mike Keppell and Xiang Ren

Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 pa... more Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.

Workshop: Design Options for Open Learning with Formal Credentialing

by Xiang Ren and Mike Keppell

This " open education action lab " session aims to provide a brainstorming workshop discussing so... 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.