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  • 4 open educational practices

Vle day armellini Vle day armellini Presentation Transcript

  • Foresight and choices for 21st Century learning Professor Alejandro Armellini University of Northampton Ale.Armellini@northampton.ac.uk East Midlands LETB, 22 March 2013
  • 2 Outline: today’s journey Context and trends in online learning Virtual Learning Environments (VLEs) Designing for effective online learning Going open – really open Throughout:  Implications for practice  Ideas for inspiration and innovation
  • 3 One learning outcome?By the end of the session, you will be……inspired to try out one new thing, with thepotential to further inspire your learners. View slide
  • 4Context View slide
  • 5 UK context Technology needs to enhance student choice and meet or exceed learners’ expectations A strategic approach to embed online learning Development and exploitation of open educational resources to enhance efficiency and quality Source: Collaborate to Compete, OLTF, 2011
  • 6 US context 31% of all HE students take at least one online course 67% of academic leaders rate learning outcomes in online education as the same or superior to those in f2f education Online learning is a critical part of the long-term strategies of 65% of HEIs Source: Going the Distance: Online Education in the United States, 2011
  • Multimedia resources 80s 93 The Internet and the Web 94 Learning objects Learning Management Systems 95 Mobile devices 98 Learning Design 99 Gaming technologies 00 E-Learning timeline 01 Open Educational Resources Social and participatory media 04http://halfanhour.blogspot.be/2012/02/e-learning-generations.html Virtual worlds 05 07 E-books and smart devices 08 Massive Open Online Courses 09http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html
  • 8 So you have a VLE? What is a VLE (or LMS)? What a VLE is not
  • A VLE or LMS CommunicationLibrary Content tools Registration Collaboration AssessmentFinance tools tools TimetablingStudent Upload Trackingrecords tools tools Conole, forthcoming, UNESCO briefing paper http://www.iite.unesco.org/policy_briefs/
  • 10 Our Moodle VLE Is Moodle a solution looking for a problem? What is the problem to which Moodle is the solution? CC Image by rosipaw on Flickr
  • 11 For example… I want to teach online but don’t know where to start Everyone has a VLE so I want one too Limited skills (pedagogical, technical) + little time = poor learner experience I want a safe repository for course content We need a safe environment to host our discussions My course is not interactive enough
  • 12 Imagine… You want to learn to write academic articles Someone gives you MS Word Image by St0rmz on Flickr
  • 13 In course design termsYou want to design effective online courses and…  Widen access  Add flexibility  Save time  Promote engagement  Impact positively on the learner experience
  • 14 Is a VLE the solution?Someone gives you Moodle.Surely, that’s your problem solved.
  • 15 Bad newsIt isn’t. Image by the University of Tennessee
  • 16 I can fix that! That’s ok, I can get training. …but what you often get is training that focuses on the tool itself (e.g. Moodle).
  • 17Effective training for course design Instead, the training should:  Focus on and address your problem, your needs, your course  Use a team approach to course design  Enable you to capitalise on the VLE’s features, as and when those features address pedagogical problems  Build capability and autonomy
  • 19Design forlearning E-moderate for participation
  • 20 “I put my content online,therefore my students do e-learning” Source: http://www.flickr.com/photos/bowena/
  • 21“But they won’t engage!”
  • 22 VLE design targetsLevel Focus Key featuresFoundation/ Delivery  Absolute minimum expectedThreshold/  Course information  Learning materialsBronze/ ‘Red’Intermediate/ Participation In addition to ‘Delivery’:Silver/ ‘Yellow’  Online participation designed into the course.  Tasks provide meaningful formative scaffold.Essential in blended  Online participation encouraged and moderated, but not essentialcourses for achievement of learning outcomes.Advanced/ Gold/ Collaboration In addition to ‘Delivery’:’Green’  Regular learner input designed into course & essential throughout.  Participative tasks provide meaningful scaffold to formative andEssential in DL courses summative assessment.  Collaborative knowledge construction central to a productive learning environment.
  • 23 GoodDelivery Bad Bad Good Design
  • 24 GoodDelivery Bad Bad Good Design
  • 25 Good RECOVERYDelivery Bad Bad Good Design
  • 26 Good RECOVERYDelivery Bad WHAT A WASTE! Bad Good Design
  • Review learningoutcomes & assessment Draw map of courseGather my materials &borrow materials from colleagues Identify gaps Download stuff ‘Write’ the restCheck consistency & go
  • Draft a blueprint Build a storyboard Create a scaffold Gather materials & identify gaps Select and adapt OERs Design missing bitsReality check, adjust & go
  • Interactions in design and delivery GoodTEACHER’S PERFORMANCE DURING DELIVERY Poor Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
  • Interactions in design and delivery GoodTEACHER’S PERFORMANCE Expected practice DURING DELIVERY Low impact on Missed Poor course opportunity Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
  • Interactions in design and delivery Added value: GoodTEACHER’S PERFORMANCE Tangible personalisation, co Expected practice enhancement DURING DELIVERY urse ‘humanised’ Low impact on Missed Poor Bad practice course opportunity Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
  • Interactions in design and delivery Added value: GoodTEACHER’S PERFORMANCE personalisation, Tangible Expected practice course enhancement DURING DELIVERY ‘humanised’ Low impact on Missed Poor Bad practice course opportunity Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
  • 33 Principles Low cost, high value Sustainable: design once, deliver many times Forward-looking: alignment, assessment for learning, rapid feedback Connected with industry & community
  • 34 Development Research Future, potential Creative applications technologies for new of existing tools to emergent learning & target new markets learnersMissions InnovationMarketscontexts pipeline Well-established Established learning & teaching + programmes and University-owned & approaches present supported embracing new technologies technological opportunities present new Technology & Pedagogy
  • 35 Back to our VLE: Moodle Presence on the VLE is not an add-on to the course. It is the course.
  • 36Open Educational Resources (OERs)  Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions (UNESCO, 2012)
  • 37 OER repositories (1)JORUMOER CommonsMIT OpenCourseWareOpenLearn (Open University)iTunesU
  • 38OER repositories (2)
  • 39
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  • Format Text & Audio Video Slides (eg Other (eg Adobe Content graphics PowerPoint) Presenter)What I alreadyhaveWhat I find andreuse as isWhat Ifind, tweak anduseWhat I find,repurpose anduseWhat I createfor this module
  • Design Planned Strategic Enhancement EnhancementCurriculum Delivery Just-in-time Reflective Enhancement Enhancement As is Repurposed OER use
  • 43 From Moodle to MOOCs Massive Open Online Courses and free
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  • 21st Century learning Knowledge and learning as open, mobile, connected and scalable Flexibility as the norm New forms of communication and collaboration Rich multimedia representation Regularly renewed expectations Harnessing the global network
  • Implications Blurring boundaries New business models Open practices Changing roles Digital literacy skills Disruptive and complex Unpredictable challenges
  • 49 Summary The few concepts you should not escape without… Image by Quayarts
  • 50 Shift to… Appropriate ‘blends’ Openness Flexibility Mobility
  • 51 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 May benefit from a VLE
  • 52 Moodle… An enabler, not a barrier Can help you design courses Should meet your needs and those of your course, your learners, your team Not a content dump Not an add-on to your course: it is your course
  • 53 OERs… Content is not king Free, high-quality resources will hit you (and your learners) Browse and use OERs to enhance your courses Contribute your own: don’t agonise over the family silver
  • 54 MOOCs… Register on one Consider contributing to one Put yourself and your organisation on the global MOOC map
  • 55Our chance to shape the future of learning Professor Alejandro Armellini University of Northampton Ale.Armellini@northampton.ac.uk