University of Northampton, Social Sciences Development Day, 9 Sept 2013

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Professor A Armellini's presentation - Northampton 2020

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University of Northampton, Social Sciences Development Day, 9 Sept 2013

  1. 1. School of Social Sciences Development day Prof Alejandro Armellini 9 September 2013
  2. 2. Structure • Part 1: Northampton’s strategic commitment to learning and teaching • Part 2: Northampton 2020 • Part 3: Discussion
  3. 3. Strategic commitment to scaling up: • Online and blended provision • CPD and accreditation: formal staff development opportunities for all • Openness (Open Northampton) 3
  4. 4. The L&T Plan • Intellectual capital • Student experience • Enhancement and innovation in L&T 4
  5. 5. 5 TheL&TPlan
  6. 6. 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?
  7. 7. Practical Courses (‘New Teacher’) < Level 7 EdD modules Level 8 Associate Fellow Senior Fellow 20 Credits EdD Peer Review Mentoring Scholarship Level 7 Level 8 Practical Interventions: Excellence and innovation in L&T (new and existing staff) < Level 7 Fellow PGCTHE 60 credits Level 7 Qualifications Evidence
  8. 8. Principles • Low cost, high value • Sustainable: design once, deliver many times • Forward-looking: alignment, assessment for learning, rapid feedback • Aligned with social enterprise and entrepreneurship 9
  9. 9. NILE design targets Level Focus Key features Foundation Delivery  Absolute minimum expected  Course information, handbook and guides  Learning materials Intermediate Essential in all blended courses Participation In addition to ‘Delivery’:  Online participation designed into the course.  Tasks provide meaningful formative scaffold.  Online participation encouraged and moderated, but not essential to achieve learning outcomes. Advanced Essential in all online courses Collaboration In addition to ‘Delivery’:  Regular learner input designed into course & essential throughout.  Online tasks provide meaningful scaffold to formative and summative assessment.  Collaborative knowledge construction central to a productive learning environment. 10
  10. 10. 11 A five-minute task! With a neighbour, think of a course or instance within a course (as a participant or tutor), where online learning… a. really worked b. was a disaster Think of the reasons in each case. MI-064-0295 by Dave Muckey successful business woman on a laptop by Search Engine People Blog
  11. 11. 13 Delivery Good Bad Bad Good Design
  12. 12. 14 Delivery Good Bad Bad Good Design
  13. 13. 15 Delivery Good RECOVERY Bad Bad Good Design
  14. 14. 16 Delivery Good RECOVERY Bad WHAT A WASTE! Bad Good Design
  15. 15. 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 • Must be innovative, participative and fun 17
  16. 16. Designing together: CAIeRO Source: http://www.flickr.com/photos/susanvg/ Creating Aligned, Interactive educational Resource Opportunities (CAIeRO)
  17. 17. Seize the Day Invest two days of your time and get your course online Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/
  18. 18. CAIeRO addresses… • ‘My use of e-learning is bad.’ • ‘Help me redesign this.’ • ‘The discussion forums are never used.’ • ‘What is a wiki?’ • ‘Can I run synchronous sessions? How?’ • ‘What is Web 2.0 and how can my learners benefit from it?’ • ‘Existing resources? What resources? Are they readily available? For free? Really?’ Focus: designing for flexible, student-centred learning
  19. 19. CAIeRO deliverables • Blueprint for the course • Storyboard • Running e-tivities (peer-reviewed and reality- checked) • Model for further development • Action plan 21 www.le.ac.uk/carpediem
  20. 20. CAIeRO (Carpe Diem) and e-tivities: reading • Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html • Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20. • 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. • 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. • 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. • Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e- tivities. British Journal of Educational Technology 41(6), 922-935. • 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 • 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. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge. • Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge.
  21. 21. Associate Prof Development Scheme Purpose: to provide a supported development pathway for academic staff to gain a full professorial role and title
  22. 22. Open Northampton Aim To put Northampton on the global OER-OEP map within 24 months. (Dr Ming Nie’s session) 27
  23. 23. Northampton 2020: the learning and teaching landscape Composition and demographics of the student population
  24. 24. 10500 1500 500 2000 1000 500 Face-to-face students Dual-mode students Online students Students taught by flying faculty Work & practice-based students Other 2013
  25. 25. 2020 6000 6000 6000 500 1000 500 Face-to-face students Dual-mode students Online students Students taught by flying faculty Work & practice-based students Other
  26. 26. Shift to… • Appropriate ‘blends’ • Openness • Flexibility • Mobility Knowledge and learning as open, mobile, connected and scalable 32
  27. 27. What will change with Waterside? • Less physical space + global competition for diverse and demanding students + innovation = critical need to change the way we go about our business
  28. 28. Prof A Armellini, 9 Sept 2013

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