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Armellini's keynote, SOLSTICE conference, Edge Hill, 5 June13
 

Armellini's keynote, SOLSTICE conference, Edge Hill, 5 June13

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Foresight and choices for 21st Century learning

Foresight and choices for 21st Century learning

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  • 4 open educational practices

Armellini's keynote, SOLSTICE conference, Edge Hill, 5 June13 Armellini's keynote, SOLSTICE conference, Edge Hill, 5 June13 Presentation Transcript

  • 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
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  • 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
  • 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.
  • 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
  • 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
  • E-Learning timelineMultimediaresources80sTheInternetandtheWeb93LearningManagementSystems95OpenEducationalResources01Mobiledevices98Gamingtechnologies00Socialandparticipatorymedia04Virtualworlds05E-booksandsmartdevicesMassiveOpenOnlineCourses07 08LearningDesign99http://halfanhour.blogspot.be/2012/02/e-learning-generations.htmlLearningobjects94 09Learninganalytics
  • Principles8 Low cost, high value Sustainable: design once, deliver manytimes Forward-looking: alignment, assessment forlearning, rapid feedback Aligned with social enterprise andentrepreneurship
  • MissionsMarketscontextsnewnewpresentpresentTechnology& PedagogyWell-establishedlearning & teaching+University-owned &supportedtechnologiesCreativeapplications ofexisting tools totarget new marketsFuture, potentialtechnologies foremergent learning& learnersEstablishedprogrammes andapproachesembracing newtechnologicalopportunitiesInnovationpipelineResearchDevelopment9
  • Virtual Learning Environments (VLEs)10 What is a VLE? What a VLE is not
  • A VLE or LMSContentCommunicationtoolsCollaborationtoolsAssessmenttoolsUploadtoolsTrackingtoolsLibraryFinanceStudentrecordsRegistrationTimetablingConole (2012), UNESCO briefing paperhttp://iite.unesco.org/pics/publications/en/files/3214712.pdf
  • A VLE or LMSContentCommunicationtoolsCollaborationtoolsAssessmenttoolsUploadtoolsTrackingtoolsLibraryFinanceStudentrecordsRegistrationTimetablingConole (2012), UNESCO briefing paperhttp://iite.unesco.org/pics/publications/en/files/3214712.pdf
  • 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
  • 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
  • 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
  • Is <our VLE> the solution?16Someone gives you access to the VLE.Surely, that‟s your problem solved.
  • Bad news17It isn‟t.Image by the University ofTennessee
  • 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)
  • 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”.
  • “I put my content online,therefore my students do e-learning”20 Source: http://www.flickr.com/photos/bowena/
  • VLEsContentCommunicationtoolsCollaborationtoolsAssessmenttoolsUploadtoolsTrackingtoolsLibraryFinanceStudentrecordsRegistrationTimetablingConole (2012), UNESCO briefing paperhttp://iite.unesco.org/pics/publications/en/files/3214712.pdf
  • To be clear…22 The resource is not the course. PDFs and PPTs won‟t teach themselves.
  • “But they won’t engage!”23
  • 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
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  • 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
  • Online presence28 Presence on the VLE is not an add-on to thecourse. It is the course.(Garrison, Anderson, & Archer, 2001)
  • Added value:personalisation,course„humanised‟MAIN TYPE OF INTERACTION DESIGNEDINTO COURSETEACHER’SPERFORMANCEDURINGDELIVERYLow impact oncourseExpectedpracticeTangibleenhancementBad practiceMissedopportunityLearner-Teacher Learner-LearnerPoorGoodLearner-ContentInteractions
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  • Assessment and feedback31
  • 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.
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  • 34DeliveryGoodBadBad GoodDesign
  • 35DeliveryGoodBadBad GoodDesign
  • 36DeliveryGood RECOVERYBadBad GoodDesign
  • 37DeliveryGood RECOVERYBad WHAT A WASTE!Bad GoodDesign
  • Open Northampton38AimTo put Northampton on the global OER-OEP mapwithin 24 months.
  • 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)
  • OER repositories (1)40JORUMOER CommonsMIT OpenCourseWareOpenLearn (Open University)iTunesU
  • OER repositories (2)41
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  • DesignPlannedEnhancementStrategicEnhancementDeliveryJust-in-timeEnhancementReflectiveEnhancementAs is RepurposedOER useCurriculumArmellini & Nie (2013) Open educational practices forcurriculum enhancement. Open Learning 28(1) 7-20.
  • 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
  • From VLEs and OER to MOOCs47 Massive Open Online Coursesand free
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  • At Northampton: MOOC or SOOC?52 Small Open Online Coursesand beautiful
  • MOOCs: HE’s digital moment?53 Source: Universities UK,16 May 2013
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  • 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.
  • 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
  • The L&T Plan57 Intellectual capital Student experience Enhancement and innovation in L&T
  • 58TheL&TPlan
  • Strategic commitment to scaling up:59 Online and blended provision CPD and accreditation Openness
  • PracticalCourses(„NewTeacher‟)< Level7PracticalInterventions: Excellenceandinnovation inL&T(new andexisting staff)< Level 7L&TLeader-ship, HEPolicy,ResearchSupervision etc.Level 7EdDmodulesLevel 8AssociateFellowFellowSeniorFellow20 CreditsPGCTHE60 creditsMasters180 creditsEdDPeer ReviewMentoringScholarshipLevel 7 Level 8Level 7Level 7Qualifications
  • Summary61 The few concepts you should not escapewithout…Image byQuayarts
  • 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
  • Shift to…63 Appropriate „blends‟ Openness Flexibility Mobility
  • 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
  • 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
  • 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
  • MOOCs…67 Register on one Consider contributing to one Keep on top of MOOC research
  • 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