1.UEL Online LearningThe Online Learning LandscapeSimon Walker Head of Educational Development University of Greenwich, London , UK

2. USP 3. Colorado Technical University. - http://www.coloradotech.edu/education 4. Typed in: www.harvard.edu/learning 5. Global demand for higher educationBy 2025, the global demand for higher education will double to 250m per year, mostly from emerging economies Davis, D,. Mackintosh, B (Eds) (2012) Making a Difference: Australian International Education. https://www.ieaa.org.au/research-projects/making-adifferenceThe new UNESCO goals for education: Every child completes a full 9 years of free basic education Post-basic education expanded to meet needs for knowledge and skills (Draft for UNESCO post 2015 goals)Source: Brandenburg, U., Carr, D., Donauer, S., Berthold, C. (2008) Analysing the Future Market Target Countries for German HEIs, Working paper No. 107, CHE Centre for Higher Education Development, Gtersloh, Germany, p. 13. 6. Video courtesy of Alan Levine cogdogblog.com 7. Duke University MOOC Bioelectricity Report at http://bit.ly/ZRMbjp 8. The future of the university as we know it?Is there a future for the physical university in 10 years in our knowledge economy? Show of hands 1. Yes, but 2. No, but 9. Whats interesting about MOOCs? Creates opportunities to motivate Promotes opennessFocuses on designOpens up a range of technologiesBridge informal and formal / lifewide and lifelongDevelops approaches for building automatic support for learners? E-Learning is recognised as mature 10. Environmental scanning10 innovations most likely to have on higher education Massive open online courses (MOOCs) Badges to accredit learning Learning analytics Seamless learning Crowd learning Digital scholarship Geo-learning Learning from gaming Maker culture Citizen inquiry http://www.open.ac.uk/blogs/innovating/ 11. Horizon Report 2014 (educause) Key Trends (globally) 1.Openness open content, open data, open resources, transparency and easy access to data and information is becoming a value2.Massively open online courses are being widely explored as alternatives and supplements to traditional university courses3.The workforce demands skills from college graduates that are more often acquired from informal learning experiences than in universities4.Use of new sources of data for personalizing the learning experience and for performance measurement5.Role of educators continues to change due to the vast resources that are accessible to students via the Internet.Related key Challenges Unprecedented competition in HE New forms of scholarship Digital media literacy in staff Limited educational practices Lack of support for personalised learning Most academics are not using new technologies 12. OERsDo you recognise the term "Open Educational Resources"? If so, could you say, in a few words, what you understand by this? N= 147 University of Greenwich OER staff survey [online]. (2013). [Accessed 2nd Nov 2013]. 13. Challenges for the institution Formal strategy/policy documents lag behind current thinking Educational principles are rarely enshrined in strategy and policy Devolved responsibility makes it difficult to achieve parity of learning experience Gill Ferrell (2014 Oct). Challenge to change: enhancing assessment and feedback with technology. Presentation presented at Jisc Experts Meeting, Birmingham, UK. 14. Design Challenge 1.Learning environments Physical and virtual spaces 15. Learning activity design model (2009)Beetham, H (2007) An approach to learning activity design, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp2638 16. Built pedagogy - formal Learning Spaces. From this.. 17. to this 18. Did the room change the way you teach? 19. Design Challenge 2.Designing curriculum and teaching across a degree programme, with coherent and aligned pedagogies and programme-level educational goals 20. Approaches to curriculum design 21. Feedback and AssessmentCourse 1Course 2Course 3024681012Week Based on the ESCAPE project (JISC 2008-2010 University of Hertfordshire) 22. Pedagogical freeze? http://www.mapmyprogramme.com 23. Design Challenge 3Promote the importance of digital literacy to develop critical practice from tools and benchmarking skills /standards to thinking and useskillsliteraciesDigital literacy defines those who exhibit a critical understanding and capability for living, learning and working in a digital society. Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009) 24. What do we know/challenges for Learning Design?Q1. Which would increase the effectiveness of your learners Literacy or Digital Literacy?Q2. Which would increase the employability of your learners - Literacy or Digital Literacy?How/what/where should we teach DL (if at all)? 25. National UK Digital Literacy programmeInformation JunkieYour Score = 10 26. Digital Literacy in TransitionThe student journey.. 27. Learning An inspiring and intellectual curriculum helps nurture student engagement and learning how to learn, aligned with use and development of digital literacies.FIRST LECTURE How might you support/develop students through these transition challenges? KEY TRANSITIONS What students say is a critical moment ENABLING TECHNOLOGIESWays in which students feel digital devices & tools can support this transition When I first entered the lecture room Lectures with projector facilities was new to me Lecture was challenging as well as interesting Waking up early to come to lectures iPads to make notes in labs & record lectures Pre-lesson study support & ARS during lectures Made lectures more efficient and easy Mobile phone for camera to take pics of important info during lectures. 28. DL & Curriculum mapping. Institution and Programme considerations 29. What do students want? 30. Students experiences of online learning (UEL Key theme 1) Students' expectations and experiences of the digital environment Helen Beetham and David White, October 2013Students want: Ubiquitous free-at-the-point-of-use access to the whole of the web Robust and ubiquitous wifi across campus locations The capacity easily to connect their own devices to the university network and to have (e.g. helpdesk) support in using their own devices and services on campus access to a range of learning spaces with robust wifi, storage facilities, desk space, power sockets consistent use of the VLE for course administration and course content teaching staff with the ICT skills to operate effectively in a digital environment access to institutional devices alongside their own, especially desktop computers and printers a university web site with reliable and detailed information about their (prospective) course of study 31. .course-related information and personal updates (e.g. timetable, deadlines, library loans) to be accessible continuously via their preferred device/service an institutional email address and that email will be the primary form of communication with their course and institution access to personal/social web services on university networks (but are divided on whether they prefer these to be integrated with institutional services) explicit instruction in using institutional systems (library catalogue, VLE, assessment system) and specialist technologies required for their course technology incorporated into their teaching/learning in ways that are relevant to their academic success 32. Information practices are changing Threshold practicesHow many of you cite:Analogue differences. (ordering alphabetic referencing)Website with author Website without author Online image Google Earth Image Blog article Podcast Wiki Video from youtube Tweet Facebook Iphone or android applicationAccess = free Social media and discovery 33. Digital LiteracyConsidering the pace at which HE and the digital environment is changing, the Learning Designs that students will need five years from now may look very different Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999 34. The Critical Digital Literacy modelInformation JunkieYour Score = 10Persona 35. Identity building 36. Digital reputation 37. Information JunkieYour Score = 10Participation 38. Employability mapping Rate our Graduates. Persona dimension 39. OUCH - Undergraduate Class Hybrid- Jonathan Worth. Coventry University 40. MOODLESmall group IBL. Simon Snowden. University of LiverpoolTnde Varga-Atkins. (Oct 17 2014). Defining and developing information and digital literacies through Enquiry-Based Learning (EBL) Presentation at Jisc Experts Meeting, Birmingham, UK 41. Assessment is a Wikipedia article 42. Distributed and connected groups Helen Keegan. University of Salford. 43. Team based learning. Medical Faculty Nanyang University 44. Large group - Is-it LearningLawrie, G (2012) Is-It Learning. Implementing collaborative interdisciplinary scenario inquiry tasks in large first-year science classes http://www.iolinscience.com.au/wp-content/uploads/2012/05/IS-ITs-IOL-Forum_Lawrie.pdf (accessed 25/10/13) 45. IS-IT Research Task1. Choice of scenario2. Self-selection of groups 3. Interdependence achieved through individual responsibility 4. Collective output 5. Peer evaluation of group members (internal 6. Peer evaluation of other reports in same scenario (external) 46. Student solutions students as change agents 47. Evolution or step change?Perhaps the the most critical challenges facing most institutions will be to develop the capacity for change ; to remove the constraints that prevent institutions from responding to the needs of rapidly changing societies; to remove unnecessary processes and administrative structures; to question existing premises and arrangements; and to challenge, excite, and embolden all members of the campus community Dunderstadt, J.J (1999) Can Colleges and Universities Survive in the Information Age? In Dancing with the Devil Eds Katz, N, et al. Educause 48. Design Challenge 4Developing recognition and reward for enhancement and innovation. Rewards for establishing reputation; development of programme teams; undertaking evaluation; demonstrating impact; finding efficiencies; sharing practice . 49. s.walker@gre.ac.ukSialker Simon Walker Simonwalkerhugh snookHvala,, Asanti, Dk, Tack, Danke, Merci, Tak, Kiitoksia, ksznet, Grazie, Dank, Takk, Dziki, Obrigado, naa goodeethank you for listening and participating.