Inspirational Leaders seminar:
Open Online Learning
Direction and priorities
in Learning and Teaching
at Northampton
Prof ...
Objective
To share key aspects of Northampton’s
change agenda in learning and teaching
since Sept 2012

2
Strategic priorities
¤  Delivering excellence and innovation in 21st Century
learning, teaching and assessment.
¤  Enabl...
Principles in L&T
¤ Low cost, high value
¤ Sustainable: design once, deliver many times
¤ Forward-looking: alignment, a...
The L&T Plan
¤ Intellectual capital
¤ Student experience
¤ Enhancement and innovation in L&T

5
The L&T Plan

6
Online & blended provision of the highest quality
2013
500
1000

Face-to-face
students
Dual-mode
students

2000

Online students

500

Students taught by
flying faculty

15...
Implications for the future of
Northampton
Less physical space at the new campus
+ global competition for diverse and
dema...
2020: a possible scenario for Northampton

1000

Face-to-face
students

500

500

6000

Dual-mode
students
Online students...
CPD and accreditation for
positive change - C@N-DO
Sample problems…
¤ I want to teach online but don’t know where
to start
¤ Everyone uses the VLE so I want to explore it
...
Sample needs
How can I develop a course that meets students’ needs?	
  
I want to be a better teacher
I need to develop my...
Online presence
¤ Presence on your VLE is not an add-on to
the course. It is the course.

(Garrison, Anderson, & Archer, ...
Designing together: CAIeRO

Creating Aligned Interactive educational Resource
Opportunities
Source:	
  h+p://www.flickr.com...
Effective course design…
¤ Is team-based
¤ Focuses on the different types of interaction
¤ Is not obsessed with content...
Seize the Day: CAIeRO
Invest two days of your time
and get your course online

Source:	
  h+p://www.flickr.com/photos/cur:s...
VLE design targets
Level	
  

Founda:on	
  

Intermediate	
  
	
  
Essen:al	
  in	
  all	
  blended	
  
courses	
  

Advan...
To be clear…
¤ The resource is not the course.
¤ PDFs and PPTs won’t teach themselves.
¤ Content is not King.

21
Open Northampton
Aim
To put Northampton on the global OER-OEP map
within 24 months.

22
Design	
  	
  
Delivery	
  

Curriculum

OER-­‐enhanced	
  curriculum	
  

Used	
  as	
  is	
  
(Just-­‐in-­‐4me)	
  

Rep...
Design	
  	
  

Low-­‐cost	
  
enhancement	
  

Delivery	
  

Curriculum

OER-­‐enhanced	
  curriculum	
  

Used	
  as	
  ...
Design	
  	
  

OER-­‐enhanced	
  curriculum	
  

enhancement	
  

enhancement

Repurposed	
  
(Structured)	
  

Delivery	...
Design	
  	
  
Delivery	
  

Curriculum

OER-­‐enhanced	
  curriculum	
  

Low-­‐cost	
  

Strategic	
  

enhancement	
  
...
Design	
  	
  

OER-­‐enhanced	
  curriculum	
  

Delivery	
  

Strategic	
  

enhancement	
  

enhancement

Rapid,	
  ‘on...
Contributing our own OERs
'All truth passes through three stages. First, it is
ridiculed. Second, it is violently opposed....
From the VLE and OERs to MOOCs &
SOOCs

Massive Open Online Courses

and free

29
30
MOOCs…
¤ What is the problem to which
MOOCs are the solution?
MOOCs…
¤ Are MOOCs courses or (glorified)
resources?
At Northampton: MOOC or
SOOC?

Small Open Online Courses
> Study Skills for Academic Success

33
Study Skills for Academic Success
Leading change at Northampton: a summary

Where we were
Where we wanted to be
Why we wanted to get there
How we are doing ...
Leading change at Northampton: a summary (1)

Where we were: school silos, no strategy, some demotivation.
Where we wanted...
Leading change at Northampton: a summary (2)

How: through consultation & planning
> L&T Plan shows direction of travel.
C...
Shift to…
¤ Appropriate ‘blends’
¤ Openness
¤ Flexibility
¤ Mobility
Knowledge and learning as open, mobile,
connected...
Carpe Diem and e-tivities: reading
¤ 

Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change i...
Professor Alejandro Armellini
Director, Institute of Learning and Teaching
in Higher Education
University of Northampton
A...
HE Academy Leadership Seminar 21 Jan 2014 - Open Online Learning
HE Academy Leadership Seminar 21 Jan 2014 - Open Online Learning
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HE Academy Leadership Seminar 21 Jan 2014 - Open Online Learning

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My presentation at the Leadership Seminar, organised by the HE Academy. York, 21 January 2014.

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HE Academy Leadership Seminar 21 Jan 2014 - Open Online Learning

  1. 1. Inspirational Leaders seminar: Open Online Learning Direction and priorities in Learning and Teaching at Northampton Prof Alejandro Armellini, University of Northampton 21 January 2014
  2. 2. Objective To share key aspects of Northampton’s change agenda in learning and teaching since Sept 2012 2
  3. 3. Strategic priorities ¤  Delivering excellence and innovation in 21st Century learning, teaching and assessment. ¤  Enabling transformational learning experiences through inspirational teaching. ¤  Embracing and fostering inclusive open practices. ¤  Exceeding the needs and expectations of all students, regardless of mode of study. ¤  Staff CPD and recognition for innovation and positive change.
  4. 4. Principles in L&T ¤ Low cost, high value ¤ Sustainable: design once, deliver many times ¤ Forward-looking: alignment, assessment for learning, rapid feedback ¤ Inclusive and innovative for learners and tutors 4  
  5. 5. The L&T Plan ¤ Intellectual capital ¤ Student experience ¤ Enhancement and innovation in L&T 5
  6. 6. The L&T Plan 6
  7. 7. Online & blended provision of the highest quality
  8. 8. 2013 500 1000 Face-to-face students Dual-mode students 2000 Online students 500 Students taught by flying faculty 1500 10500 Work & practicebased students Other
  9. 9. Implications for the future of Northampton Less physical space at the new campus + global competition for diverse and demanding students + innovation = critical need to change the way we go about our business  
  10. 10. 2020: a possible scenario for Northampton 1000 Face-to-face students 500 500 6000 Dual-mode students Online students 6000 Students taught by flying faculty Work & practicebased students 6000 Other
  11. 11. CPD and accreditation for positive change - C@N-DO
  12. 12. Sample problems… ¤ I want to teach online but don’t know where to start ¤ Everyone uses the VLE so I want to explore it ¤ My limited skills (pedagogical, technical) + little time = poor learner experience ¤ I want a safe repository for my course content ¤ We need a safe environment to host our discussions ¤ My course is not interactive enough 12
  13. 13. Sample needs How can I develop a course that meets students’ needs?   I want to be a better teacher I need to develop my skills for online and distance learning – Help!   I need to improve student retention. How can I help my students?   Why waste time on writing feedback? Students don’t read it!   My teaching is in a rut – What new ideas could make it more exciting?   I need to get professional recognition as a HE Teacher – what do I do?   I would like to gain academic credit for this training – is this possible?  
  14. 14. Online presence ¤ Presence on your VLE is not an add-on to the course. It is the course. (Garrison, Anderson, & Archer, 2001) 15
  15. 15. Designing together: CAIeRO Creating Aligned Interactive educational Resource Opportunities Source:  h+p://www.flickr.com/photos/susanvg/  
  16. 16. Effective course design… ¤ 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 ¤ Is innovative, participative and fun 17
  17. 17. Seize the Day: CAIeRO Invest two days of your time and get your course online Source:  h+p://www.flickr.com/photos/cur:sperry/   h+p://www.flickr.com/photos/linksmanjd/  
  18. 18. VLE design targets Level   Founda:on   Intermediate     Essen:al  in  all  blended   courses   Advanced       Essen:al  in  all  online   courses   Focus   Delivery   Key  features   §  §  §  Absolute  minimum  expected   Course  informa:on,  handbook  and  guides   Learning  materials   Par4cipa4on   In  addi:on  to  ‘Delivery’:   §  Online  par:cipa:on  designed  into  the  course.     §  Tasks  provide  meaningful  forma:ve  scaffold.   §  Online  par:cipa:on  encouraged  and  moderated,  but  not  essen:al  to   achieve  learning  outcomes.   Collabora4on   In  addi:on  to  ‘Delivery’:   §  Regular  learner  input  designed  into  course  &  essen/al  throughout.   §  Online  tasks  provide  meaningful  scaffold  to  forma:ve  and   summa:ve  assessment.     §  Collabora:ve  knowledge  construc:on  central  to  a  produc:ve   learning  environment.   20
  19. 19. To be clear… ¤ The resource is not the course. ¤ PDFs and PPTs won’t teach themselves. ¤ Content is not King. 21
  20. 20. Open Northampton Aim To put Northampton on the global OER-OEP map within 24 months. 22
  21. 21. Design     Delivery   Curriculum OER-­‐enhanced  curriculum   Used  as  is   (Just-­‐in-­‐4me)   Repurposed   (Structured)   OER   Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
  22. 22. Design     Low-­‐cost   enhancement   Delivery   Curriculum OER-­‐enhanced  curriculum   Used  as  is   (Just-­‐in-­‐4me)   Repurposed   (Structured)   OER   Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
  23. 23. Design     OER-­‐enhanced  curriculum   enhancement   enhancement Repurposed   (Structured)   Delivery   Strategic   Used  as  is   (Just-­‐in-­‐4me)   Curriculum Low-­‐cost   OER   Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
  24. 24. Design     Delivery   Curriculum OER-­‐enhanced  curriculum   Low-­‐cost   Strategic   enhancement   enhancement Rapid,  ‘on-­‐the-­‐go’     enhancement Used  as  is   (Just-­‐in-­‐4me)   Repurposed   (Structured)   OER   Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
  25. 25. Design     OER-­‐enhanced  curriculum   Delivery   Strategic   enhancement   enhancement Rapid,  ‘on-­‐the-­‐go’     Planned   enhancement enhancement Used  as  is   (Just-­‐in-­‐4me)   Curriculum Low-­‐cost   Repurposed   (Structured)   OER   Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
  26. 26. Contributing our own OERs 'All 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) 28
  27. 27. From the VLE and OERs to MOOCs & SOOCs Massive Open Online Courses and free 29
  28. 28. 30
  29. 29. MOOCs… ¤ What is the problem to which MOOCs are the solution?
  30. 30. MOOCs… ¤ Are MOOCs courses or (glorified) resources?
  31. 31. At Northampton: MOOC or SOOC? Small Open Online Courses > Study Skills for Academic Success 33
  32. 32. Study Skills for Academic Success
  33. 33. Leading change at Northampton: a summary Where we were Where we wanted to be Why we wanted to get there How we are doing it Challenges we have encountered How addressed
  34. 34. Leading change at Northampton: a summary (1) Where we were: school silos, no strategy, some demotivation. Where we wanted to be: delivering excellence and innovation in 21st Century learning, teaching and assessment. Why: because our learners demand and deserve it.
  35. 35. Leading change at Northampton: a summary (2) How: through consultation & planning > L&T Plan shows direction of travel. Challenges: many, but resistance to change not high on list. How addressed: in a collegiate manner, with a problem-solving hat on and guided by our values.
  36. 36. Shift to… ¤ Appropriate ‘blends’ ¤ Openness ¤ Flexibility ¤ Mobility Knowledge and learning as open, mobile, connected and scalable 38
  37. 37. Carpe Diem and e-tivities: reading ¤  Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4(1), 17-29. Available from http://tinyurl.com/58q2lj ¤  Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology 41(6), 922-935. ¤  Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20. ¤  Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010). The role of podcasting in effective curriculum renewal. ALT-J, Research in Learning Technology 18(2), 105-118. ¤  Nie, M., Armellini, A., Witthaus, G. & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based learners?  ALT-J, Research in Learning Technology, 19(1), 19-38. ¤  Rogerson-Revell, P., Nie, M. & Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning Applied Linguistics and TESOL programme. Open Learning, 27(2), 103-119.  ¤  Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology, 16(2), 95-109. ¤  Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge. ¤  Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge. ¤  Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html
  38. 38. Professor Alejandro Armellini Director, Institute of Learning and Teaching in Higher Education University of Northampton Ale.Armellini@northampton.ac.uk 21 January 2014 40

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