adding value to the degree experience: digital learning/file/plenaryadding... · •any vision for...

Dr Christopher Stokes Director of Digital Learning @cwstokes [email protected]

Adding Value to the Degree Experience: Digital Learning

21/06/2016 © The University of Sheffield

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https://www.youtube.com/watch?v=tQWLxIv9VPg

The University of Sheffield. • 26,000 students, 7,000 staff

• 26% overseas, 143 countries

• 350 UG courses, 100 subject areas

• Institutional VLE, central support with embedded support in some departments

• Mainly on-campus delivery, often blended and some online only


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The University Vision

• Any vision for Digital Learning must embody the University Mission, Vision and Identity

• Our mission as a university is to be “one of the best universities in the world, renowned for the excellence, impact and distinctiveness both of its research and its research-led learning and teaching.”

• We were founded with penny donations to make real impact on the city's economy and to improve health.

Digital Presence Project • The University sought to broaden its

digital offer in scope, flexibility and purpose, seeking to experiment with different styles and models of online learning.

• This would be to support its mission of providing distinctive education serving a civic agenda, and to seek to learn from the experience of these new approaches in enriching the existing learning and teaching provision online and on campus..


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Kübler-Ross Change Curve


Gartner Hype Cycle (2015)


2 key approaches:

• MOOCs • iTunesU


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iTunesU • An international platform to

showcase University Learning and Teaching

• Used in addition to YouTube, Vimeo, embedded Facebook content

• Reflects 6 ‘value’ areas: L&T, Research, Public Engagement, Student Experience, Achievement of our Students/Junior Researchers, Outreach

• Hundreds of videos in many collections

• Featured content by Apple


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Massive Open Online Courses

• Became FutureLearn partner in 2013

• Team put in place to support new project

• Contrasting approach to online course design

• No single agenda for course selection – experiment and learn…


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For example: Getting into dentistry

• Entry to higher education dentistry courses is highly competitive. In 2013 11,490 applications were made for 1,190 places (9.7 applications per place) • The HE sector average across all courses was 5.5 (source: UCAS)

• Typically many of these students come from high achieving schools.

• Access to Dental Occupations: Practice and Tutoring

• 2 year programme to support access to dental courses

• Running as ADOPT since 2006

• Takes ~30 students per year

• Work Exp., Hands-on days, UCAS, UKCAT, Interview, Dental Knowledge, A-Level Support, Mentoring, Team Building

• Provided by Outreach and Access/Dental School

ADOPT SCHEME

ADOPT STATS

• Over 30 currently studying in the School

• Some at other Dental Schools

• Over 40 studying at HE level

• GDC, DSC, Periodic Review commended

MOOC?

• Massive

• Open

• Online

• Course

• The support of a cohort

• Modern, international, engaging to the audience

• Evidence of sustained engagement

• Defined period of activity

• To support ADOPT

• Raise awareness of School’s role, teaching and impact

• BUT, not widely recognised

WHY A MOOC?

RISKS

• A MOOC is high profile

• Risk of poor quality

• “Damaging the brand”

• It’s from the Dental School, but it will be seen as a “Sheffield” course

• FutureLearn offers a wide audience, so planned curriculum was tweaked to serve this.

• Internationalised, and not specific to potential applicants (built a website for these instead)

• For anyone interested in their mouth and teeth

• “It’s for my Mum”

• To create a rich environment for UK-based learners

THE FL AUDIENCE

TO DO WELL AT INTERVIEW” “EVERYTHING YOU NEED TO KNOW

MOOC MAKING • Host to provide continuity through the

weeks

• Does not show anything ‘operative’

• Be interesting and informative. Full of ‘pub ammo’: facts and insights

• Must have appeal beyond only young people

• Course designed to show dentistry as a ‘team sport’

• Over 20 different locations, 20 people on screen

SLO-MO CHECKUP

EXPLAINED BIT BY BIT

LEARNING TO BRUSH LIKE A PRO

TOOTH MORPHOLOGY IN THE STUDIO FOR

DNA

KITCHEN SCIENCE

AND MAKING DENTURES

COLLABORATION…

• Hosted on futurelearn.com

• 6 weeks, 2 to 3 hours per week

• Monitored every day, with replies to learners from the team

• Summary emails every Friday & Monday

• Certificate available at the end*

• Now on 5th run

Discover Dentistry

http://futurelearn.com

Course Anecdotes • Dental phobics taking the course to decrease their anxiety

• Rich interaction between dental professionals and those new to the subject

• International cohort gave a unique insight into dental care from advanced and developing countries

• Lots of learner stories of ‘I can now understand my dentist…’ etc

• Lots of press interest (dental and popular)

• Social media, not so much!

• Very positive learning community

SO CAN YOU WIDEN PARTICIPATION WITH A MOOC?

UK only and educated to Secondary School level or below only with a postcode: 338 Of these IMD =<13000:

150 (44% of 338) Of these Polar 3 (Q1 & 2):

140 (41% of 338) Sector averages: 16.7% IMD and 4.3% P3 10% (2014) rising to 16% (2015) UCAS applications explicitly mentioned Discover Dentistry in their 2015 entry UCAS Personal Statement.

Our MOOCs • The University of Sheffield has created

10 unique courses to date with 3 more currently in production:

• Discover Dentistry

• Literature of the English Country House

• Writing Applications

• Interviews

• Exploring Play

• Measuring and Valuing Health

• How to Write Your First Song

• Crime, Justice and Society

• Making Sense of Data in the Media

• Health Technology Assessment


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MOOC choice and design

• Discover Dentistry – widening participation

• Exploring Play – showcase research groups

• Literature of the English Country House – experimented with new teaching methods

• CV and Job Application writing – how to engage broad audiences


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MOOCs: Impact in numbers • 22 course runs with over 1.2 million views of course pages

• 276,000 course joiners from across world

• 22,000 ‘Fully Participated’

• 40% of the learners are ‘social’

• 3000 were TUOS

• 200 staff and PGR students have been directly involved in course development.

• Materials produced for MOOCs have been extensively reused with TUOS students


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Project Outcomes

Digital Presence Impact • Benefits in culture change, upskilling,

new roles

• Curriculum design – new approaches

• New interdisciplinary approaches

• Raised international profile

• New research collaborations

• Re-purpose and re-use of content

• Data shows widening participation value e.g. Discover Dentistry (WPREU)

• New ways to tackle big projects: Achieve More institutional module for 5k students


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Permeable classroom walls

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New styles of learning in HE

• “Flipping”

• “Giving expositional material in video format before students meet face to face.”

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Student creativity in assessment

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Takeaways

• FutureLearn • ‘Going to University’ live now – grab some flyers

• iTunesU and YouTube • Lots of content to browse and download

• Twitter • Useful to contact academics


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To Discover And Understand.

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