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HEA Inspirational leaders seminar January 2014

HEA Inspirational leaders seminar January 2014



Presentation on open online learning for Higher Education Academy Inspirational Leaders seminar January 2014

Presentation on open online learning for Higher Education Academy Inspirational Leaders seminar January 2014



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    HEA Inspirational leaders seminar January 2014 HEA Inspirational leaders seminar January 2014 Presentation Transcript

    • Towards a culture of open online learning at Leeds Prof. Neil Morris Director of Digital Learning Chair in Educational Technology, Innovation and Change University of Leeds National Teaching Fellow Email: n.p.morris@leeds.ac.uk Twitter: @Lt_tech_he, @unileedsonline Image © University of Leeds
    • Session overview • • • • • • The changing landscape of Higher Education Embedding OERs institutionally Developing strategies and policy Jorum Window iTunes U MOOCs
    • The changing landscape of Higher Education Public metrics e.g. KIS Highly competitive recruitment market Increased student expectations Lack of digital skills in staff and students Multi-channel content Greater need to demonstrate distinctiveness Focus on graduate employability Multi-faceted pressures on staff Prevalence of multifunctional mobile devices
    • The change nature of academic practice Teacher as content provider Restricted online material Publically available online material Face to face teaching Student learning Other learning materials Student sourced content Teacher as content advisor or curator Learning materials Other learning materials Student produced content
    • Embedding OERs Institutionally • Raise institutional awareness of the potential and usefulness of open educational resources through a series of workshops for academics and teaching support staff from a diverse range of disciplines; • Work with individual academics in a range of disciplines to locate, evaluate and embed appropriate open educational resources in their teaching practice; • Produce a series of written and audio-visual case studies of practitioners’ experiences of using open educational resources for the first time; • Develop an institutional strategy for the use of Open Educational Resources.
    • OERs @ Leeds http://dspace.jorum.ac.uk/xmlui/handle/123456789/17539
    • Guidance on OERs Available on AQST website (policy A-Z): http://www.leeds.ac.uk/aqst/documents/policy/OERs.pdf (internally) Available externally within Jorum at: http://dspace.jorum.ac.uk/xmlui/handle/10949/17559 Key points: 1. Staff are encouraged to make use of OERs in student education. 2. Staff are encouraged to produce and release OERs into the community. 3. Staff are encouraged to understand and make use of Creative Commons licences for OERs. 4. Staff are reminded to ensure all materials are copyright compliant. 5. Students can be consumers and producers of OERs.
    • Bringing the OERs Guidance on policy to life
    • Staff and on OERs Guidancestudent advice and guidance
    • SEC3 2014 Engaging Leeds The results of the Guidance on OERsOER policy 2013 at a glance! • • • • • • NEW Digital Strategy for Student Education NEW Blended Learning Strategy Digital Learning Team established Lecture capture and multimedia management projects initiated First Leeds MOOC successfully delivered Leeds iTunesU channel successfully delivered
    • SEC3 2014 Engaging Leeds Driving strategic change Guidance on OERs Blended Learning Strategy Blended Learning is the considered, complementary use of face-to-face teaching, technology, online tools and resources to enhance student education. Vision Each programme will define and embed into a research-led curriculum an appropriate blended learning approach which supports learning, enhances the student experience, and inspires students to reach their full potential so that they can have an impact on our global and digital society.
    • Promoting online Guidance on OERslearning channels Digital learning channel portfolio Only available to Registered Students Available to all learners Individual Learning Objects Online Courses Learning Objects complementing face-to-face provision (Blended Learning)
    • SEC3 2014 Engaging Leeds Key messages to staff Guidance on OERs Provide additional learning resources for current students Engage new global audiences with accessible content Showcase the University to prospective UG / PG students Provide digital materials for disadvantaged learners
    • Jorum window Guidance on OERs • Open window to Jorum from University of Leeds to showcase open educational resources • Launching March 2014
    • iTunesU Guidance on OERs iTunes U
    • iTunesU iTunes U Guidance on OERs content on Creative Commons
    • SEC3 2014 Engaging Leeds
    • iTunesU partnerships iTunes U preparation and delivery – Service team involvement IT Services (Software licence owner) Academics (content providers) Digital Learning Team (iTunes U delivery and Business As usual owner) SDDU (staff training) / Skills@Library (student training) Faculty / School marketing / technology team (content production support) Communications / marketing (branding, content, communication)
    • MOOCs Our vision for FutureLearn: The online platform provided by Futurelearn will give the University of Leeds the opportunity to make our inspirational, high-quality educational resources available to any individual with access to the Internet. By raising the University’s profile nationally and internationally, it will provide a key recruitment tool; by setting a standard for Leeds Open Educational Resources (OERs), it will enhance blended learning for resident students and drive the development of innovative distance and mixed-delivery programmes.
    • context e case screen t otage. Interactive Discussion Forums Students are encouraged to participate in discussion forums to interact with the course content and their fellow students. second is is
    • Nature and fairness: When worlds collide Key Facts 5,000+ 97% Enrolled learners of learners would recommend the course 10,000+ 90% Total comments of learners rated the course as excellent or very good 24 mins 15 pages Per visit Per visit
    • FutureLearn governance
    • E RS U m COrn.co E ea LINturel ON at fu E p RESign u F Sign up to ‘Exploring anatomy: the human abdomen’ http://futurelearn.com Course starts on 10 February 2014 For 3 weeks, 4 hours per week Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body? This course is for you. https://www.futurelearn.com/courses/anatomy https://futurelearn.com/courses/when-worlds-collide
    • Digital Learning Governance Senate Faculty Management Group Vice-Chancellor’s Executive Group Policy / decision making body Taught Student Education Board Research and Innovation Board Oversight of blended and digital learning strategy Blended Learning Steering Group Faculty level Blended Learning committees Blended Learning and Learning Technology innovation Group Horizon scanning, innovation group Academic champions
    • Highlights • Integrated, strategic approach • Forward thinking and proactive • Strong leadership and vision • Academic buy-in • Evidence based approach • Local ownership
    • Discussion Guidance on OERs Discussion / questions? More information: See the Digital Learning Team website: www.digitallearning.leeds.ac.uk Acknowledgements 1. The OER project was funded under the HEA/JISC Phase 3 OER call. The project was supported by the University of Leeds. The project team consisted of Prof. Neil Morris (project manager), Dr David Lewis, Ms Rebecca Dearden and Dr Chris Butcher, all from the University of Leeds. Administrative support for the project was provided by Mrs Helen Greenwood. 2. iTunesU, Jorum and MOOCs are all managed by the Digital Learning Team at Leeds. Morris, N.P. (2013) © University of Leeds 2013. This work (excluding all logos and MOOC adverts) is made available for reuse under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.