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.

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

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  • 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. Objective To share key aspects of Northampton’s change agenda in learning and teaching since Sept 2012 2
  • 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. 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. The L&T Plan ¤ Intellectual capital ¤ Student experience ¤ Enhancement and innovation in L&T 5
  • 6. The L&T Plan 6
  • 7. Online & blended provision of the highest quality
  • 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. 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. 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. CPD and accreditation for positive change - C@N-DO
  • 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. 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. Online presence ¤ Presence on your VLE is not an add-on to the course. It is the course. (Garrison, Anderson, & Archer, 2001) 15
  • 15. Designing together: CAIeRO Creating Aligned Interactive educational Resource Opportunities Source:  h+p://www.flickr.com/photos/susanvg/  
  • 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. 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. 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. To be clear… ¤ The resource is not the course. ¤ PDFs and PPTs won’t teach themselves. ¤ Content is not King. 21
  • 20. Open Northampton Aim To put Northampton on the global OER-OEP map within 24 months. 22
  • 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. 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. 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. 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. 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. 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. From the VLE and OERs to MOOCs & SOOCs Massive Open Online Courses and free 29
  • 28. 30
  • 29. MOOCs… ¤ What is the problem to which MOOCs are the solution?
  • 30. MOOCs… ¤ Are MOOCs courses or (glorified) resources?
  • 31. At Northampton: MOOC or SOOC? Small Open Online Courses > Study Skills for Academic Success 33
  • 32. Study Skills for Academic Success
  • 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. 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. 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. Shift to… ¤ Appropriate ‘blends’ ¤ Openness ¤ Flexibility ¤ Mobility Knowledge and learning as open, mobile, connected and scalable 38
  • 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. Professor Alejandro Armellini Director, Institute of Learning and Teaching in Higher Education University of Northampton Ale.Armellini@northampton.ac.uk 21 January 2014 40