c@n do nov 2013 priorities
DESCRIPTION
Presentation for the HE Survival+ course at Northampton, which is part of the C@N-DO CPD schemeTRANSCRIPT
Direction and priorities in Learning and Teaching at Northampton
Prof Alejandro Armellini, University of Northampton
6 November 2013
By the end of the session, you will be…
…inspired to consider how your teaching could reflect and inform the change agenda at Northampton.
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Priorities in L&T
¤ Online and blended provision of high quality
¤ CPD and accreditation for positive change: C@N-DO
¤ Openness (Open Northampton)
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Principles
¤ Low cost, high value
¤ Sustainable: design once, deliver many times
¤ Forward-looking: alignment, assessment for learning, rapid feedback
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Priority: Online & blended provision of high quality
Northampton 2020: the learning and teaching landscape
Composition and demographics of the student population
10500
1500
500
2000
1000 500
Face-to-face students
Dual-mode students
Online students
Students taught by flying faculty
Work & practice-based students
Other
2013
2020
6000
6000
6000
500 1000
500 Face-to-face students
Dual-mode students
Online students
Students taught by flying faculty
Work & practice-based students
Other
Implications for the future of Northampton
Less physical space
+ global competition for diverse and demanding students
+ innovation
= critical need to change the way we
go about our business
Missions Markets contexts
new
new
present
present
Technology & Pedagogy
Well-established learning & teaching + University-owned & supported technologies
Creative applications of existing tools to target new markets
Future, potential technologies for emergent learning & learners
Established programmes and approaches embracing new technological opportunities
Innovation pipeline
Research Development
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E-Learning timeline M
ultim
edia
reso
urce
s
80s
The
Inte
rnet
and
the
Web
93
Lear
ning
Man
agem
ent S
yste
ms
95
Ope
n E
duca
tiona
l Res
ourc
es
01
Mob
ile d
evic
es
98
Gam
ing
tech
nolo
gies
00 S
ocia
l and
par
ticip
ator
y m
edia
04
Virt
ual w
orld
s
05
E-b
ooks
and
sm
art d
evic
es
Mas
sive
Ope
n O
nlin
e C
ours
es
07 08
Lear
ning
Des
ign
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http://halfanhour.blogspot.be/2012/02/e-learning-generations.html
Lear
ning
obj
ects
94 09
Lear
ning
ana
lytic
s
Priority: CPD and accreditation for positive change - C@N-DO
Sample problems…
¤ I want to teach online but don’t know where to start
¤ Everyone uses NILE so I want to explore it
¤ My limited skills (pedagogical, technical) + little time = poor learner experience
¤ I want a safe repository for my course content
¤ We need a safe environment to host our discussions
¤ My course is not interactive enough 13
How can I develop a course that meets students’ needs?
I want to be a better teacher
I need to develop my skills for online and distance learning – Help!
I need to improve student retention. How can I help my students?
Why waste time on writing feedback? Students don’t read it!
My teaching is in a rut – What new ideas could make it more exciting?
I need to get professional recognition as a HE Teacher – what do I do?
I would like to gain academic credit for this training – is this possible?
Needs
C@N-DO
Practical Courses
(‘New Teacher’)
< Level
7
EdD modules
Level 8
Associate Fellow
Senior Fellow
20 Credits EdD
Peer Review Mentoring
Scholarship
Level 7 Level 8
Practical Interventions:
Excellence and
innovation in L&T
(new and existing staff)
< Level 7
Fellow
PGCTHE 60 credits
Level 7
Qualifications
Evidence
NILE design targets
Level Focus Key features
Founda)on Delivery
§ Absolute minimum expected § Course informa)on, handbook and guides § Learning materials
Intermediate Essen)al in all blended courses
Par4cipa4on
In addi)on to ‘Delivery’: § Online par)cipa)on designed into the course. § Tasks provide meaningful forma)ve scaffold. § Online par)cipa)on encouraged and moderated, but not essen)al to
achieve learning outcomes.
Advanced Essen)al in all online courses
Collabora4on
In addi)on to ‘Delivery’: § Regular learner input designed into course & essen/al throughout. § Online tasks provide meaningful scaffold to forma)ve and
summa)ve assessment. § Collabora)ve knowledge construc)on central to a produc)ve
learning environment.
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A five-minute task!
With a neighbour, think of a course or instance within a course (as a participant or tutor), where online learning…
a. really worked
b. was a disaster
Think of the reasons in each case.
MI-‐064-‐0295 by Dave Muckey
successful business woman on a laptop by Search Engine People Blog
“I put my content online, therefore my students do e-learning”
Source: hUp://www.flickr.com/photos/bowena/
To be clear…
¤ The resource is not the course.
¤ PDFs and PPTs won’t teach themselves.
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“But they won’t engage!”
Effective course design…
¤ Is team-based
¤ Focuses on the different types of interaction
¤ Is not obsessed with content
¤ Offers low cost but high value
¤ Requires digital literacy skills
¤ Is innovative, participative and fun
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Designing together: CAIeRO
Source: hUp://www.flickr.com/photos/susanvg/
Creating Aligned Interactive educational Resource Opportunities
Seize the Day: CAIeRO
Invest two days of your time
and get your course online
Source: hUp://www.flickr.com/photos/cur)sperry/ hUp://www.flickr.com/photos/linksmanjd/
Another 5-minute task:
¤ You are tasked with designing a brand new module, from scratch
¤ With a neighbour, outline what you do, in the form of a sequence of bullet points indicating specific actions
Map of the course
Gather my materials & borrow materials
from colleagues
Review learning outcomes & assessment
Download stuff
Identify gaps
‘Write’ the rest (often a lot) to fill gaps
Check consistency, alignment & go
Storyboard
Create a scaffold
Generate a blueprint
Select and adapt OERs
Gather materials & iden)fy gaps
Design missing bits as per storyboard
Reality check, review, adjust & go
CAIeRO addresses…
¤ ‘My use of e-learning is bad.’
¤ ‘Help me redesign this.’
¤ ‘The discussion forums are never used.’
¤ ‘What is a wiki?’
¤ ‘Can I run synchronous sessions? How?’
¤ ‘What is Web 2.0 and how can my learners benefit from it?’
¤ ‘Existing resources? Free resources? Are they readily available?
Focus: designing for flexible, student-centred learning
CAIeRO deliverables
¤ Blueprint for the course
¤ Storyboard
¤ Running e-tivities (peer-reviewed and reality-checked)
¤ Model for further development
¤ Action plan
30 www.le.ac.uk/carpediem
CAIeRO
blueprint
storyboard
prototype
reality? review
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Action plan
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Online presence
¤ Presence on your VLE is not an add-on to the course. It is the course.
34 (Garrison, Anderson, & Archer, 2001)
Design for learning
E-‐moderate for par)cipa)on
E-moderation
www.e-‐modera)ng.com
1. Access & mo)va)on
2. Culture building
3. Co-‐opera)on
4. Collabora)on
5. Development
1. Access & mo)va)on
2. Culture building
3. Co-‐opera)on
4. Collabora)on
5. Development Link, feed back, enhance, apply
Interact, build knowledge
Navigate, save )me, personalise
Receive and send
Access
1. Access & mo)va)on
2. Culture building
3. Co-‐opera)on
4. Collabora)on
5. Development Guide
Facilitate, )e loose ends
Lead
Host
Welcome, reassure
Carpe Diem and e-tivities: reading
¤ Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html
¤ Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20.
¤ Rogerson-Revell, P., Nie, M. & Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning Applied Linguistics and TESOL programme. Open Learning, 27(2), 103-119.
¤ Nie, M., Armellini, A., Witthaus, G. & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based learners? ALT-J, Research in Learning Technology, 19(1), 19-38.
¤ Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010). The role of podcasting in effective curriculum renewal. ALT-J, Research in Learning Technology 18(2), 105-118.
¤ Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology 41(6), 922-935.
¤ Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4(1), 17-29. Available from http://tinyurl.com/58q2lj
¤ Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology, 16(2), 95-109.
¤ Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge.
¤ Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge.
Priority: Openness – Open Northampton
Open Northampton
Aim
To put Northampton on the global OER-OEP map within 24 months.
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Yet another task!
¤ What would you do to ensure that Northampton is a visible player in the ‘open world’?
¤ Who are the beneficiaries?
Design
Delivery
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
Design
Low-‐cost enhancement
Delivery
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
Design
Low-‐cost enhancement
Strategic enhancement
Delivery
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
Design
Low-‐cost enhancement
Strategic enhancement
Delivery
Rapid enhancement
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
Design
Low-‐cost enhancement
Strategic enhancement
Delivery
Rapid enhancement
Planned enhancement
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
Contributing our own OERs
'All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident.'
Arthur Schopenhauer (1788–1860)
Image source: Wikipedia
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The final mini-task
People are often reluctant to share their material. What are the common reasons for this reluctance and what evidence can we provide to reassure them?
From the VLE and OERs to MOOCs
Massive Open Online Courses
and free
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At Northampton: MOOC or SOOC?
Small Open Online Courses
and beautiful
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The L&T Plan
¤ Intellectual capital
¤ Student experience
¤ Enhancement and innovation in L&T
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The
L&T Pla
n
Shift to…
¤ Appropriate ‘blends’
¤ Openness
¤ Flexibility
¤ Mobility
Knowledge and learning as open, mobile, connected and scalable
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NILE
¤ An enabler, not a barrier
¤ Should meet your needs and those of your course, your learners, your team
¤ Not a content dump
¤ Not an add-on to your course: it is your course
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OERs…
¤ Content is not king
¤ We can’t afford to ignore OERs: ¤ As users - OERs to enhance your courses ¤ As contributors: don’t agonise over the
family silver
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MOOCs & SOOCs…
¤ Register on one
¤ Consider contributing to one
¤ Put yourself and your university on the global MOOC map
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Directions and priorities
A summary
Prof A Armellini, 9 Sept 2013
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Professor Alejandro Armellini Institute of Learning and Teaching in Higher
Education
University of Northampton [email protected]
6 November 2013