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

    • 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
    • 2. 2
    • 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
    • 7. E-Learning timelineMultimediaresources80sTheInternetandtheWeb93LearningManagementSystems95OpenEducationalResources01Mobiledevices98Gamingtechnologies00Socialandparticipatorymedia04Virtualworlds05E-booksandsmartdevicesMassiveOpenOnlineCourses07 08LearningDesign99http://halfanhour.blogspot.be/2012/02/e-learning-generations.htmlLearningobjects94 09Learninganalytics
    • 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
    • 25. 25
    • 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
    • 29. 30
    • 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.
    • 32. 33
    • 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
    • 41. 42
    • 42. 43
    • 43. 44
    • 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
    • 47. 48
    • 48. 49
    • 49. 50
    • 50. 51
    • 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
    • 53. 54
    • 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
    • 57. 58TheL&TPlan
    • 58. Strategic commitment to scaling up:59 Online and blended provision CPD and accreditation Openness
    • 59. 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
    • 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
    • 62. Shift to…63 Appropriate „blends‟ Openness Flexibility Mobility
    • 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

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