1. Foresight and choices for 21stCentury learningProfessor Alejandro ArmelliniDirector, Institute of Learning and Teaching in HEUniversity of NorthamptonAle.Armellini@northampton.ac.ukSOLSTICE & CLT Conference 20135th & 6th June 2013
3. Outline: today’s journey3 Context, trends and principles Virtual Learning Environments (VLEs) Designing for effective collaborativelearning Going open: OER and OEP Beyond open resources: MOOCs The Institute of Learning & Teaching inHE at Northampton SummaryCC Image by TangYauHoongon Flickr
4. One learning outcome4By the end of the session, you will be……inspired to try out one new thing, and perhapsfurther inspire your learners and your colleagues.
5. UK context5 Technology needs to enhance student choice and meetor exceed learners‟ expectations A strategic approach to embed online learning Development and exploitation of open educationalresources to enhance efficiency and qualitySource: Collaborate to Compete, OLTF, 2011
6. US context6 31% of all HE students take at least one onlinecourse 67% of academic leaders rate learning outcomes inonline education as the same or superior to those inf2f education Online learning is a critical part of the long-termstrategies of 65% of HEIsSource: Going the Distance: Online Education in the United States, 2011
8. Principles8 Low cost, high value Sustainable: design once, deliver manytimes Forward-looking: alignment, assessment forlearning, rapid feedback Aligned with social enterprise andentrepreneurship
9. MissionsMarketscontextsnewnewpresentpresentTechnology& PedagogyWell-establishedlearning & teaching+University-owned &supportedtechnologiesCreativeapplications ofexisting tools totarget new marketsFuture, potentialtechnologies foremergent learning& learnersEstablishedprogrammes andapproachesembracing newtechnologicalopportunitiesInnovationpipelineResearchDevelopment9
10. Virtual Learning Environments (VLEs)10 What is a VLE? What a VLE is not
11. A VLE or LMSContentCommunicationtoolsCollaborationtoolsAssessmenttoolsUploadtoolsTrackingtoolsLibraryFinanceStudentrecordsRegistrationTimetablingConole (2012), UNESCO briefing paperhttp://iite.unesco.org/pics/publications/en/files/3214712.pdf
12. A VLE or LMSContentCommunicationtoolsCollaborationtoolsAssessmenttoolsUploadtoolsTrackingtoolsLibraryFinanceStudentrecordsRegistrationTimetablingConole (2012), UNESCO briefing paperhttp://iite.unesco.org/pics/publications/en/files/3214712.pdf
13. The VLE13 Is the VLE a solution looking for a problem? What is the problem to which the VLE is thesolution?CC Image by rosipaw onFlickr
14. Sample problems…14 I want to teach online but don‟t knowwhere to start Everyone uses the VLE so I want toexplore it My limited skills (pedagogical, technical)+ little time = poor learner experience I want a safe repository for my coursecontent We need a safe environment to host ourdiscussions
15. In course design terms15You want to design and deliver effective onlinecourses and… Widen access Recruit more students Add flexibility Save time Promote engagement Impact positively on the learner experience
16. Is <our VLE> the solution?16Someone gives you access to the VLE.Surely, that‟s your problem solved.
17. Bad news17It isn‟t.Image by the University ofTennessee
18. I can fix that!18 That‟s ok, I can get training …but what you often get is training thatfocuses on the tool itself (e.g. features ofthe VLE)
19. Symptoms19 Lack of autonomy “If I send you the files, could you put them on the VLEfor me?” Lack of understanding “Let‟s set up a discussion forum and see how it goes”.
20. “I put my content online,therefore my students do e-learning”20 Source: http://www.flickr.com/photos/bowena/
21. VLEsContentCommunicationtoolsCollaborationtoolsAssessmenttoolsUploadtoolsTrackingtoolsLibraryFinanceStudentrecordsRegistrationTimetablingConole (2012), UNESCO briefing paperhttp://iite.unesco.org/pics/publications/en/files/3214712.pdf
22. To be clear…22 The resource is not the course. PDFs and PPTs won‟t teach themselves.
23. “But they won’t engage!”23
24. Effective course design: Carpe Diem24 Focuses on your problem, your needs, yourcourse Uses a team approach to course design Enables you to capitalise on the VLE‟s features,as and when those features addresspedagogical problems Builds capability and autonomy
26. Carpe Diem27blueprintstoryboardprototypereality?reviewPlan +actionArmellini, A. & Nie, M. (2013)Armellini, A. & Aiyegbayo, O. (2010)Nie, M., Armellini, A., Randall, R., Harrington, S. &Barklamb, K. (2010)Armellini, A., Salmon, G., & Hawkridge, D. (2009)Armellini, A., & Jones, S. (2008)Salmon, G., Jones, S., & Armellini, A. (2008)www.le.ac.uk/carpediem
27. Online presence28 Presence on the VLE is not an add-on to thecourse. It is the course.(Garrison, Anderson, & Archer, 2001)
28. Added value:personalisation,course„humanised‟MAIN TYPE OF INTERACTION DESIGNEDINTO COURSETEACHER’SPERFORMANCEDURINGDELIVERYLow impact oncourseExpectedpracticeTangibleenhancementBad practiceMissedopportunityLearner-Teacher Learner-LearnerPoorGoodLearner-ContentInteractions
30. Assessment and feedback31
31. VLE design targets32Level Focus Key featuresFoundation Delivery  Absolute minimum expected Course information, handbook and guides Learning materialsIntermediateEssential in allblended coursesParticipation In addition to ‘Delivery’: Online participation designed into the course. Tasks provide meaningful formative scaffold. Online participation encouraged and moderated, but not essential toachieve learning outcomes.AdvancedEssential in all onlinecoursesCollaboration In addition to ‘Delivery’: Regular learner input designed into course & essential throughout. Online tasks provide meaningful scaffold to formative andsummative assessment. Collaborative knowledge construction central to a productivelearning environment.
33. 34DeliveryGoodBadBad GoodDesign
34. 35DeliveryGoodBadBad GoodDesign
35. 36DeliveryGood RECOVERYBadBad GoodDesign
36. 37DeliveryGood RECOVERYBad WHAT A WASTE!Bad GoodDesign
37. Open Northampton38AimTo put Northampton on the global OER-OEP mapwithin 24 months.
38. Open Educational Resources (OERs)39 Teaching, learning and research materials in anymedium, digital or otherwise, that reside in thepublic domain or have been released under anopen license that permits no-cost access, use,adaptation and redistribution by others with no orlimited restrictions (UNESCO, 2012)
39. OER repositories (1)40JORUMOER CommonsMIT OpenCourseWareOpenLearn (Open University)iTunesU
40. OER repositories (2)41
44. DesignPlannedEnhancementStrategicEnhancementDeliveryJust-in-timeEnhancementReflectiveEnhancementAs is RepurposedOER useCurriculumArmellini & Nie (2013) Open educational practices forcurriculum enhancement. Open Learning 28(1) 7-20.
45. Contributing our own OERs46All 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
46. From VLEs and OER to MOOCs47 Massive Open Online Coursesand free
51. At Northampton: MOOC or SOOC?52 Small Open Online Coursesand beautiful
52. MOOCs: HE’s digital moment?53 Source: Universities UK,16 May 2013
54. The Institute of L&T in HE55A central unit with membership across all schools andservices, created to support, promote and researcheffective and innovative learning and teachingpractices across the university. Mission: to enable transformational learningexperiences through inspirational teaching.A focal point to co-ordinate and implement learninginnovation and capacity building activities for staff.
55. ILT areas of work & the UKPSF561. Design of courses and activities for differentmodes of study2. Teaching and supporting learners3. Assessment & feedback4. Learning environment & support5. Professional development and qualification
56. The L&T Plan57 Intellectual capital Student experience Enhancement and innovation in L&T
58. Strategic commitment to scaling up:59 Online and blended provision CPD and accreditation Openness
60. Summary61 The few concepts you should not escapewithout…Image byQuayarts
61. 21st Century learning Knowledge and learning as open, mobile, connectedand scalable New forms of communication and collaboration Rich multimedia representation Regularly renewed expectations Harnessing the global network Flexibility as the norm
63. Effective course design…64 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 Must be innovative, participative and fun
64. The VLE…65 An enabler, not a barrier Should meet your needs and those of yourcourse, your learners, your team Not a content dump Not an add-on to your course: it is yourcourse
65. OERs…66 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 familysilver
66. MOOCs…67 Register on one Consider contributing to one Keep on top of MOOC research
67. 68Our chance to shape the future oflearningProfessor Alejandro ArmelliniInstitute of Learning and Teaching in Higher EducationUniversity of NorthamptonAle.Armellini@northampton.ac.uk5 June 2013SOLSTICE & CLT Conference 2013