21st Century learning in HE: seizing opportunities for change
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nottingham, change, caiero, carpe diem, innovation, assessment
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21st Century learning in HE: seizing opportunities for change
- 1. 21st Century learning in higher educa3on: seizing opportuni3es for change Ale.Armellini@northampton.ac.uk @alejandroa www.northampton.ac.uk/ilt
- 2. Objec3ve To inspire you to make one change to how you design assessment @alejandroa 2
- 3. Three disrup3ve waves a. Compe33on for students b. Compe33on from cheaper alterna3ves c. Compe33on from on-‐line delivery The Economist, 28 June 2014 Focus: adding value to on-‐ and off-‐campus experiences, and all experiences in between @alejandroa 3
- 4. Principles • Transforma3onal learning experiences through inspira3onal teaching • Start with the end in mind: assessment • Low cost, high value for students and colleagues • Knowledge and learning and open, mobile, connected and scalable • Modes of study overlap: ‘blended’ = ‘campus & mobile’ @alejandroa 4
- 5. Campus and mobile (1) Pre-‐session cogni3ve exposure – mul3media resources Pre-‐session ac3va3on of schemata – asynchronous online tasks F2F seminar: discussion, consolida3on, reflec3on & goal se]ng @alejandroa 5
- 6. Campus and mobile Pre-‐session cogni3ve exposure – mul3media resources (2) Team-‐based learning F2F session: iRA ➨ tRA ➨ facilitated discussion ➨ consolida3on + next steps @alejandroa 6
- 10. Aligning assessment Assess… my assessment tasks @alejandroa 10
- 11. @alejandroa 11
- 12. Equivalence (1) Tradi1onal Equivalent* A 5,000-‐word assignment § An in-‐depth analysis of a White Paper or major ins3tu3onal, sector or na3onal document § A ‘direc3ons and priori3es’ document or posi3on statement, in a relevant area, for applica3on in the par3cipant’s own place of work § A column or ar3cle for the THE or Educa3on Guardian on a topic of contextual relevance to the par3cipant 12 *In an appropriate formats @alejandroa
- 13. Equivalence (2) Tradi1onal Equivalent* A presenta3on § In-‐depth feedback provided on a colleague’s work, with ac3on points for enhancement § Iden3fica3on of relevant Open Educa3onal Resources, with a cri3que and ideas for reuse § An assessment rubric, complete with criteria, for this module *In an appropriate formats @alejandroa 13
- 14. CAIeRO = Carpe Diem @ Northampton Crea3ng Aligned Interac3ve educa3onal Resource Opportuni3es NILE (our VLE, Bb) CLEO (another workshop) … @alejandroa 14
- 15. Start with the end in mind @alejandroa 15
- 16. @alejandroa 16
- 17. @alejandroa 17
- 18. Who: size & par3cipants @alejandroa 18
- 19. When Pre-‐CAIeRO mee3ng (1 hour) Day 1 Valida3on, review or change of approval Day 2 Follow-‐up (1/2 day or 1 day) Ongoing support thru to delivery @alejandroa 19
- 20. Why (1): to design a great course, fast @alejandroa 20
- 21. Learning Outcomes Start End Assessment Student-‐generated content resul3ng from the e-‐3vi3es
- 22. @alejandroa 22
- 23. @alejandroa 23
- 24. @alejandroa 24
- 25. Ac3on plan @alejandroa 25
- 26. Why (2): to model prac3ce @alejandroa 26
- 27. @alejandroa 27
- 28. What new: assessment @alejandroa 28
- 29. How scaled up (1): capacity building @alejandroa 29
- 30. How scaled up (2): mass CAIeROs? @alejandroa 30
- 31. How rolled out: a CPD framework for staff Changemaking @ Northampton – Development Opportuni3es C@N-‐DO: a framework for enabling posi3ve change @alejandroa 31
- 32. Introduc3on to C@N-‐DO & the UKPSF – two-‐hour workshop Minimum 12 months Assessment for Associate Fellowship D1 Minimum 2 years Assessment for Fellowship D2 FULL CAIeRO Assessment -‐ a tool for Learning Suppor3ng Student Achievement Peer Observa3on for Development Collabora3ve Learning Experiences Online Minimum 3 years Impact & Influence Becoming a C@N-‐DO facilitator Reading Circles: exploring L&T Literature HE Survival+ Peer Observa3on for Development + 1 from below Applica3on & Extension within Prac3ce Applica3on & Extension within Prac3ce Assessment for PGCAP Minimum 1 year post-‐fellowship Professional recogni3on & scholarship (part-‐APL-‐able with D2 via C@N-‐DO) Research and enterprise into academic prac3ce Assessment for Senior Fellowship D3 + selec3on from below based on needs Becoming a C@N-‐DO mentor Becoming a C@N-‐DO assessor Applica3on & Extension within Prac3ce Interview: Needs analysis for CPD planning Further recogni3on route Qualifica3on route Becoming a subject or programme leader @alejandroa 32
- 33. Introduc3on to C@N-‐DO & the UKPSF – two-‐hour workshop Minimum 12 months Assessment for Associate Fellowship D1 Minimum 2 years Assessment for Fellowship D2 FULL CAIeRO Assessment -‐ a tool for Learning Suppor3ng Student Achievement Peer Observa3on for Development Collabora3ve Learning Experiences Online Minimum 3 years Impact & Influence Becoming a C@N-‐DO facilitator Reading Circles: exploring L&T Literature HE Survival+ Peer Observa3on for Development + 1 from below Applica3on & Extension within Prac3ce Applica3on & Extension within Prac3ce Assessment for PGCAP Minimum 1 year post-‐fellowship Professional recogni3on & scholarship (part-‐APL-‐able with D2 via C@N-‐DO) Research and enterprise into academic prac3ce Assessment for Senior Fellowship D3 + selec3on from below based on needs Becoming a C@N-‐DO mentor Becoming a C@N-‐DO assessor Applica3on & Extension within Prac3ce Interview: Needs analysis for CPD planning Further recogni3on route Qualifica3on route Becoming a subject or programme leader @alejandroa 33
- 34. Introduc3on to C@N-‐DO & the UKPSF – two-‐hour workshop Minimum 12 months Assessment for Associate Fellowship D1 Minimum 2 years Assessment for Fellowship D2 FULL CAIeRO Assessment -‐ a tool for Learning Suppor3ng Student Achievement Peer Observa3on for Development Collabora3ve Learning Experiences Online Minimum 3 years Impact & Influence Becoming a C@N-‐DO facilitator Reading Circles: exploring L&T Literature HE Survival+ Peer Observa3on for Development + 1 from below Applica3on & Extension within Prac3ce Applica3on & Extension within Prac3ce Assessment for PGCAP Minimum 1 year post-‐fellowship Professional recogni3on & scholarship (part-‐APL-‐able with D2 via C@N-‐DO) Research and enterprise into academic prac3ce Assessment for Senior Fellowship D3 + selec3on from below based on needs Becoming a C@N-‐DO mentor Becoming a C@N-‐DO assessor Applica3on & Extension within Prac3ce Interview: Needs analysis for CPD planning Further recogni3on route Qualifica3on route Becoming a subject or programme leader @alejandroa 34
- 35. Assessment – a tool for learning in C@N-‐DO Minimum 2 years Assessment for Fellowship D2 FULL CAIeRO Assessment -‐ a tool for Learning Suppor3ng Student Achievement Peer Observa3on for Development Collabora3ve Learning Experiences Online Applica3on & Extension within Prac3ce ASSESSMENT @alejandroa 35
- 36. Why CAIeROs are mandatory: quality & consistency, in 3mes of drama3c change @alejandroa 36
- 37. 37 The resource is not the course. @alejandroa
- 38. Summary: seizing the opportunity for change • On-‐campus & mobile: preparing students (and ourselves) for the middle of the 21st Century • Scale up: build capacity for a low-‐cost, high-‐ value, quality experience • Seize the opportunity to innovate: start with the end in mind (assessment) @alejandroa 38
- 39. Thank you Ale.Armellini@northampton.ac.uk @alejandroa www.northampton.ac.uk/ilt
- 40. Reading • Gilly Salmon’s blog: hsp://www.gillysalmon.com/blog.html • Armellini, A. & Nie, M. (2013). Open educa3onal prac3ces for curriculum enhancement. Open Learning 28(1) 7-‐20. • Rogerson-‐Revell, P., Nie, M. & Armellini, A. (2012) An evalua3on of the use of voice boards, e-‐book readers and virtual worlds in a postgraduate distance learning Applied Linguis3cs and TESOL programme. Open Learning, 27(2), 103-‐119. • Nie, M., Armellini, A., Wishaus, G. & Barklamb, K. (2011). How do e-‐book readers enhance learning opportuni3es 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 podcas3ng in effec3ve curriculum renewal. ALT-‐J, Research in Learning Technology 18(2), 105-‐118. • Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-‐3vi3es. BriCsh Journal of EducaConal Technology 41(6), 922-‐935. • Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-‐learning design. ReflecCng EducaCon, 4(1), 17-‐29. Available from hsp://3nyurl.com/58q2lj • Salmon, G., Jones, S., & Armellini, A. (2008). Building ins3tu3onal capability in e-‐learning design. ALT-‐J, Research in Learning Technology, 16(2), 95-‐109. • Salmon, G. (2013). E-‐CviCes: The key to acCve online learning (2nd ed.). London and New York: Routledge. • Salmon, G. (2011). E-‐moderaCng: The key to teaching and learning online (3rd ed.). New York: Routledge. Ale.Armellini@northampton.ac.uk @alejandroa 40