0
Findings from the JISC Curriculum Design Programme
Prof. Stephen Brown (De Montfort University; CDE Visiting Fellow)
Resea...
STYLIANOS
HATZIPANAGOS
Centre for Technology Enhanced Learning
King’s College London
CDE Fellow

Centre for Distance Educa...
Stylianos‟ research directions
• Redefining institutional barriers to embed technologies
to support student learning: the ...
Research activities
• TRA award to explore OERs in academic
practice
• CDE fellowship activity to investigate open
access ...
OERs in academic practice
• Librarians seem to take the
lead in the OER campaign.
• Practitioners not familiar with
OER: s...
OER & assessment
Assessment in the context of OER is the process of evaluating
knowledge, skills and competencies gained t...
Some findings…
• OER e-assessment not substantially different from
proprietary settings, but they can „sabotage‟ didactic ...
Digital literacies

Building ICT competences to improve the
quality of life of older people.
Two European projects:

Centr...
Hatzipanagos & Warburton 2009

Warburton & Hatzipanagos 2013

Centre for Distance Education Research and Innovation in Dis...
If you have any comments or
feedback or would like to
find more:
Email Stylianos at:
s.hatzipanagos@kcl.ac.uk

Centre for ...
Student
Ambassadors
for Digital
Literacy
Project manager:
Dr Jane Secker

Centre for Distance Education Research and Innov...
The SADL project
• Inspired, in
part, by digital
literacy
projects at
Exeter
University and
UCL
• Guided by the
ANCIL
fram...
Project Aims
To explore how aspects of digital and
information literacy can be
embedded into the curriculum in two
academi...
The Ambassadors
• 20 student
ambassadors to be
recruited from two
LSE departments
• Students will attend 4
workshops in to...
CDE Visiting Fellows – Research Summaries 2013

Ormond Simpson
Visiting Fellow
University of London
Centre for Distance Ed...
University of London
The Open University The Open Polytechnic
of New Zealand
International Programmes
UK
Visiting Fellow

...
Holland
Germany

China
India

The Gambia
Ghana

Canada
South Korea

USA

West Indies
Colombia

South
Africa

Brazil

Austr...
'Supporting Students for Success
in Online and Distance Education'
(2013) - now out with Routledge
http://tinyurl.com/
sup...
“以前的和最新的版本都被翻译成中文...”
(The previous and latest editions have both been translated into Chinese…)

Centre for Distance Educ...
I’ve also published a number of chapters in various texts…

Centre for Distance Education Research and Innovation in Dista...
As well as more than 30 refereed articles in journals world-wide
Centre for Distance Education Research and Innovation in ...
And a number of distance education staff development courses
Centre Ormond Simpson - Visiting Fellow CDE Distance Educatio...
My next article will appear in
‘Open Learning’ in November this year
and is called:
‘Student retention in distance educati...
I also have a website ‘Supporting students at a distance’
www.ormondsimpson.com
which features articles, presentations, po...
There are two staff development videos on YouTube
- one on ‘Face-to-face Tuition in Open and Distance Learning’
- and the ...
RESEARCH
My main research interest is
student retention in distance education

- because graduation rates in distance educ...
I focus on two main areas:

1. Learning motivation

– the main reason students
drop out is because they
lose the motivatio...
So I’m working on a couple of research projects for the CDE.
The first is:

The ‘Motivational Emails’ project
- sending re...
The second is:
‘Following the Money’
– calculating the cost benefits of student retention activities
It works like this:

...
So far I have several pages of maths like this that I’m not sure I
really understand……

30
Centre for Distance Education R...
But I have one tentative result:
‘If a retention activity in the London International
Programmes costing £10 per student, ...
I’d be pleased to hear from anyone interested in
pursuing either of these research themes.
Thank you for watching!
ormond....
The role of online discussion (OD) for new
teachers in the context of the Master of
Teaching (MTeach)

Dr Adam Unwin, Inst...
Context:
• Teachers taking MTeach in their first year of teaching
• Multi subject, multi phase (primary, secondary, variou...
Research questions
• How have the ODs facilitated new teacher development
within the context of the MTeach?
• ------------...
Research strategy
• Interpretivist: participants views/experiences
• Qualitative data: Teacher accounts and interviews
• C...
Findings
The interlinked themes, what the ODs enabled/developed?
• Community: support, trust, sharing, empowering.....
• C...
 The role of online discussion (OD) in the
context of the Master of Teaching (MTeach)

Centre for Distance Education Rese...
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RIDE2013 presentation demo

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Presentation demonstration at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Presentations featured:
Findings from the JISC Curriculum Design Programme
(Professor Stephen Brown, Professor of Learning Technologies, De Montfort University; Visiting Fellow of the Centre for Distance Education)
Student Ambassadors for Digital Literacy
(Dr Jane Secker, Copyright and Digital Literacy Advisor, London School of Economics and Political Science)
The role of online discussion (OD) for new teachers in the context of the Master of Teaching (MTeach)
(Dr Adam Unwin, Senior Lecturer in Business and Economics Education, Institute of Education)
CDE Fellows –research summaries
(Dr Stylianos Hatzipanagos, Senior Lecturer in Technology Enhanced Learning, King’s College London; Fellow of the Centre for Distance Education)
(Ormond Simpson, Higher Education Consultant; Visiting Fellow of the Centre for Distance Education)

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  • 2. I’ve been lucky enough to work for three distance institutions =-the Open University in the UK which has around 220,000 students, the Open Polytechnic of New Zealand with around 40,000 students mostly in New Zealand and the South Pacific, and I’m now with the University of London International Programme which has 50,000 students all over the world – some even here in South Africa. Amongst London’s most distinguished alumni is of course president Nelson Mandela.I’ve also worked for the Indira Ghandi National Open University - (3.5 million students), the China Central Radio and Television University - (2.7 million students) - and a number of other distance education institutions all round the world.#
  • 2. This is going to be a book launch but it’s not an extended commercial for my book. What I thought would be more interesting is to explore why I wrote it. I think the principal reason is that I’ve spent nearly 40 years in distance education and I wanted to try to make some sense of that journey. In particular I wanted to look at some of the success and failures that I’d experienced – in the hope perhaps that it might make some sense to others in working in the area. There was one thing that struck me almost immediately as soon as I joined the OU way back in 1974.#
  • 38. But that’s based on a false assumption – that student support for retention is just pure cost. I’ve been trying to follow work out the cost/benefits of retention – I’m not going to try to explain this slide – I’m not sure I understand it myself - but I believe that it’s possible to show that putting money into student support actually makes money.Ignoring the algebra here it works this way.#
  • Transcript of "RIDE2013 presentation demo"

    1. 1. Findings from the JISC Curriculum Design Programme Prof. Stephen Brown (De Montfort University; CDE Visiting Fellow) Research question: How can Universities achieve large-scale and lasting curriculum design change? Findings • • • Conclusions Pervasiveness: everything is connected, so widespread stakeholder engagement is required to achieve change Feral systems: people develop alternatives to official systems they disagree with, so involving stakeholders actively in designing solutions is necessary Time: engaging stakeholders effectively can disrupt schedules and budgets • • • • • Change isn‟t about new processes, its about culture and people Large scale lasting change happens when stakeholders feel they own it Top-down change doesn‟t work, because it is not engaging Bottom- up change doesn‟t work because it doesn‟t scale Real change is risky because you have to cede control to stakeholders http://www.researchinlearningtechnology.net/index.php/rlt/article/view/22316 Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    2. 2. STYLIANOS HATZIPANAGOS Centre for Technology Enhanced Learning King’s College London CDE Fellow Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    3. 3. Stylianos‟ research directions • Redefining institutional barriers to embed technologies to support student learning: the case of Open Educational Resources (OERs). • Making assessment central to student learning: student centredness, the primary beneficiary of assessment should be the student. • Digital literacies as a language of participation in education: how to develop and embed. • Emergent technologies can support learners better than previous generations of learning technologies, where institutional barriers undermined any initiatives for embedding formal and informal learning: social media as an exemplar of this. Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    4. 4. Research activities • TRA award to explore OERs in academic practice • CDE fellowship activity to investigate open access and OER adoption in UoLIP • Support Centre for Open Resources in Education (SCORE) Fellowship • JISC OMTETRA project • HEA assessment and feedback seminars Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    5. 5. OERs in academic practice • Librarians seem to take the lead in the OER campaign. • Practitioners not familiar with OER: strong academic development aspect of any engagement activity • Searchability/discoverability still an overall issue. • Disciplinarity: a complex landscape. http://www.flickr.com/photos/everton137/7027227731/sizes/m/in/photostream/ Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    6. 6. OER & assessment Assessment in the context of OER is the process of evaluating knowledge, skills and competencies gained through learning with OER. Research in OER has highlighted the relatively common absence of both formal and informal assessment practices, either formative or summative. Increase in non-formal and informal learning can enhance the demand for assessment and recognition of competences gained outside formal learning settings (Yuan et al 2008). Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    7. 7. Some findings… • OER e-assessment not substantially different from proprietary settings, but they can „sabotage‟ didactic nature of transmissive OERs. • Self assessment a prominent feature in e-assessment OERs; but how do we know the „loop is closed‟? • Stand alone activities constrain dialogue and feedback. • Some innovation charted/described in pdf/word documents but it is not traditionally e-assessment. Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    8. 8. Digital literacies Building ICT competences to improve the quality of life of older people. Two European projects: Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    9. 9. Hatzipanagos & Warburton 2009 Warburton & Hatzipanagos 2013 Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    10. 10. If you have any comments or feedback or would like to find more: Email Stylianos at: s.hatzipanagos@kcl.ac.uk Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    11. 11. Student Ambassadors for Digital Literacy Project manager: Dr Jane Secker Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    12. 12. The SADL project • Inspired, in part, by digital literacy projects at Exeter University and UCL • Guided by the ANCIL framework The ANCIL framework (Coonan and Secker 2011) Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    13. 13. Project Aims To explore how aspects of digital and information literacy can be embedded into the curriculum in two academic departments To develop a set of resources on finding, managing and evaluating information that can be embedded into courses in Moodle or used in face to face teaching To explore the role of Student Ambassadors for Digital Literacy to help ensure the resources are fit for purpose and meet the needs of students To share best practice on embedding digital, academic and information literacies into the curriculum with the teaching and learning community at LSE Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    14. 14. The Ambassadors • 20 student ambassadors to be recruited from two LSE departments • Students will attend 4 workshops in total • Will feedback skills to students and staff and participate in Digital Literacy events Find out more from: http://lsesadl.wordpress.co m Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    15. 15. CDE Visiting Fellows – Research Summaries 2013 Ormond Simpson Visiting Fellow University of London Centre for Distance Education Hi! – I’m Ormond Simpson. Welcome to this brief presentation Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    16. 16. University of London The Open University The Open Polytechnic of New Zealand International Programmes UK Visiting Fellow Senior Lecturer in Institutional Research Visiting Professor I’ve worked mainly for three institutions in my career… Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    17. 17. Holland Germany China India The Gambia Ghana Canada South Korea USA West Indies Colombia South Africa Brazil Australia New Zealand But I’ve also worked in a number of countries, consulting and giving presentations Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    18. 18. 'Supporting Students for Success in Online and Distance Education' (2013) - now out with Routledge http://tinyurl.com/ supporting-students I’ve published several books. The latest is ‘Supporting Students for Success in Online and Distance Education’ (2013) – Routledge Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    19. 19. “以前的和最新的版本都被翻译成中文...” (The previous and latest editions have both been translated into Chinese…) Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    20. 20. I’ve also published a number of chapters in various texts… Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    21. 21. As well as more than 30 refereed articles in journals world-wide Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    22. 22. And a number of distance education staff development courses Centre Ormond Simpson - Visiting Fellow CDE Distance Education and eLearning 2013 for Distance Education Research and Innovation in
    23. 23. My next article will appear in ‘Open Learning’ in November this year and is called: ‘Student retention in distance education are we failing our students?’ Ormond Simpson Visiting Centre for Distance Education Research-and Innovation in Distance Education and eLearning 2013 Fellow CDE
    24. 24. I also have a website ‘Supporting students at a distance’ www.ormondsimpson.com which features articles, presentations, podcasts and help for tutors and students Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    25. 25. There are two staff development videos on YouTube - one on ‘Face-to-face Tuition in Open and Distance Learning’ - and the other on ‘Counselling Students in Open Learning’ Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    26. 26. RESEARCH My main research interest is student retention in distance education - because graduation rates in distance education are as little as 20% - and often much less Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    27. 27. I focus on two main areas: 1. Learning motivation – the main reason students drop out is because they lose the motivation to continue to learn 2. Cost-benefits of student support – because spending money on support saves students and makes money for institutions Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    28. 28. So I’m working on a couple of research projects for the CDE. The first is: The ‘Motivational Emails’ project - sending regular emails to students to see if it increases their retention. So far the results are promising – work is continuing. The next step may be to include some feedback. Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    29. 29. The second is: ‘Following the Money’ – calculating the cost benefits of student retention activities It works like this: £ Put money into motivational student support Which can be put back into That generates increased student fee income from re-enrolments Which increases student retention 29 Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    30. 30. So far I have several pages of maths like this that I’m not sure I really understand…… 30 Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    31. 31. But I have one tentative result: ‘If a retention activity in the London International Programmes costing £10 per student, produces an increase in retention of more than 0.67% it will break even’. ‘If it does better than that it will produce a profit for the institution’. £££££££££££££££££££ But a lot more work is needed! Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    32. 32. I’d be pleased to hear from anyone interested in pursuing either of these research themes. Thank you for watching! ormond.simpson@gmail.com Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    33. 33. The role of online discussion (OD) for new teachers in the context of the Master of Teaching (MTeach) Dr Adam Unwin, Institute of Education (IoE) • Teacher • Teacher Educator • MTeach Module leader a.unwin@ioe.ac.uk Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    34. 34. Context: • Teachers taking MTeach in their first year of teaching • Multi subject, multi phase (primary, secondary, various subjects) • Mixed mode module (f2f and online) • Series of online discussions (ODs) in tutor groups Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    35. 35. Research questions • How have the ODs facilitated new teacher development within the context of the MTeach? • ----------------------sub questions--------------------------• What is the nature of new teacher development within this setting? • What aspects of the OD do participants see as important in enabling new teacher development? • How does the pedagogic design of the ODs underpin and enable new teacher development? Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    36. 36. Research strategy • Interpretivist: participants views/experiences • Qualitative data: Teacher accounts and interviews • Coding used Nvivo to organise data • Many codes---- developed themes to assist analysis • Thematic analysis via „thick descriptions‟ • Lens of pedagogic design to underpin analysis Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    37. 37. Findings The interlinked themes, what the ODs enabled/developed? • Community: support, trust, sharing, empowering..... • Criticality: self criticism/reflection, challenging practice and theory, problematising practice, the whys?, the complexities, the bigger picture..... • Practitioner focus: discussion of ideas and help with practical issues.... • Writing: drafting postings for ODs fosters an analytical role of their classrooms..... • ---------------------------------------------------------------------------------------------------------------------------------------------------------- • Potential Problems: community formation, limitations of written communication..... • ----------------------------------------------------------------------------------------------------------------------------------------------------------- Setting up of ODs requires: • Careful pedagogic design • Situated professional experiences a central feature • Team of experienced teacher educators. Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
    38. 38.  The role of online discussion (OD) in the context of the Master of Teaching (MTeach) Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
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