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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 the
potential to further inspire your learners.
4



Context
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
                                                                                              04

http://halfanhour.blogspot.be/2012/02/e-learning-generations.html
                                                                                                    Virtual worlds
                                                                                              05
                                                                                              07




                                                                                                    E-books and smart devices
                                                                                              08




                                                                                                    Massive Open Online Courses
                                                                                              09
http://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

                           Communication
Library     Content
                              tools
                                                            Registration

          Collaboration      Assessment
Finance
              tools             tools

                                                            Timetabling

Student      Upload            Tracking
records       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 terms

You 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 news

It 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).
17



Effective 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
Vle day armellini
19




Design for
learning
             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 targets
Level                     Focus           Key features

Foundation/               Delivery           Absolute minimum expected
Threshold/                                   Course information
                                             Learning materials
Bronze/ ‘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 essential
courses                                        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 and
Essential in DL courses
                                               summative assessment.
                                           Collaborative knowledge construction central to a productive
                                               learning environment.
23




           Good



Delivery



           Bad




                  Bad            Good
                        Design
24




           Good



Delivery



           Bad




                  Bad            Good
                        Design
25




           Good   RECOVERY


Delivery



           Bad




                    Bad               Good
                             Design
26




           Good   RECOVERY


Delivery



           Bad                   WHAT A WASTE!


                    Bad               Good
                             Design
Review learning
outcomes & assessment

                         Draw map of course

Gather my materials &
borrow materials from
     colleagues


                             Identify gaps


   Download stuff



                           ‘Write’ the rest


Check consistency & go
Draft a blueprint


                             Build a storyboard


    Create a scaffold


                             Gather materials &
                               identify gaps


 Select and adapt OERs



                             Design missing bits


Reality check, adjust & go
Interactions in design and delivery
                         Good
TEACHER’S PERFORMANCE
    DURING DELIVERY


                         Poor




                                Learner-Content   Learner-Teacher   Learner-Learner

                                         MAIN TYPE OF INTERACTION DESIGNED INTO
                                                         COURSE
Interactions in design and delivery
                         Good
TEACHER’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:
                         Good
TEACHER’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:
                         Good
TEACHER’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
                                                      learners


Missions                                                Innovation
Markets
contexts                                                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.
36



Open 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)


JORUM
OER Commons
MIT OpenCourseWare
OpenLearn (Open University)
iTunesU
38



OER repositories (2)
39
40
Format

                   Text &    Audio   Video      Slides (eg Other (eg Adobe
 Content         graphics                     PowerPoint)    Presenter)

What I already
have

What I find and
reuse as is

What I
find, tweak and
use
What I find,
repurpose and
use


What I create
for this module
Design      Planned                  Strategic
                        Enhancement              Enhancement
Curriculum

             Delivery




                        Just-in-time             Reflective
                        Enhancement              Enhancement



                            As is                Repurposed

                                       OER use
43



        From Moodle to MOOCs

 Massive Open Online Courses




                                and free
44
45
46
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
55




Our chance to shape the future of learning



             Professor Alejandro Armellini
              University of Northampton
           Ale.Armellini@northampton.ac.uk

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Vle day armellini

  • 1. 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. 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. 3 One learning outcome? By the end of the session, you will be… …inspired to try out one new thing, with the potential to further inspire your learners.
  • 5. 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. 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
  • 7. 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 04 http://halfanhour.blogspot.be/2012/02/e-learning-generations.html Virtual worlds 05 07 E-books and smart devices 08 Massive Open Online Courses 09 http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html
  • 8. 8 So you have a VLE?  What is a VLE (or LMS)?  What a VLE is not
  • 9. A VLE or LMS Communication Library Content tools Registration Collaboration Assessment Finance tools tools Timetabling Student Upload Tracking records tools tools Conole, forthcoming, UNESCO briefing paper http://www.iite.unesco.org/policy_briefs/
  • 10. 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. 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. 12 Imagine…  You want to learn to write academic articles  Someone gives you MS Word Image by St0rmz on Flickr
  • 13. 13 In course design terms You want to design effective online courses and…  Widen access  Add flexibility  Save time  Promote engagement  Impact positively on the learner experience
  • 14. 14 Is a VLE the solution? Someone gives you Moodle. Surely, that’s your problem solved.
  • 15. 15 Bad news It isn’t. Image by the University of Tennessee
  • 16. 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).
  • 17. 17 Effective 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
  • 19. 19 Design for learning E-moderate for participation
  • 20. 20 “I put my content online, therefore my students do e-learning” Source: http://www.flickr.com/photos/bowena/
  • 22. 22 VLE design targets Level Focus Key features Foundation/ Delivery  Absolute minimum expected Threshold/  Course information  Learning materials Bronze/ ‘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 essential courses 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 and Essential in DL courses summative assessment.  Collaborative knowledge construction central to a productive learning environment.
  • 23. 23 Good Delivery Bad Bad Good Design
  • 24. 24 Good Delivery Bad Bad Good Design
  • 25. 25 Good RECOVERY Delivery Bad Bad Good Design
  • 26. 26 Good RECOVERY Delivery Bad WHAT A WASTE! Bad Good Design
  • 27. Review learning outcomes & assessment Draw map of course Gather my materials & borrow materials from colleagues Identify gaps Download stuff ‘Write’ the rest Check consistency & go
  • 28. Draft a blueprint Build a storyboard Create a scaffold Gather materials & identify gaps Select and adapt OERs Design missing bits Reality check, adjust & go
  • 29. Interactions in design and delivery Good TEACHER’S PERFORMANCE DURING DELIVERY Poor Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
  • 30. Interactions in design and delivery Good TEACHER’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
  • 31. Interactions in design and delivery Added value: Good TEACHER’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
  • 32. Interactions in design and delivery Added value: Good TEACHER’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. 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. 34 Development Research Future, potential Creative applications technologies for new of existing tools to emergent learning & target new markets learners Missions Innovation Markets contexts pipeline Well-established Established learning & teaching + programmes and University-owned & approaches present supported embracing new technologies technological opportunities present new Technology & Pedagogy
  • 35. 35 Back to our VLE: Moodle  Presence on the VLE is not an add-on to the course. It is the course.
  • 36. 36 Open 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. 37 OER repositories (1) JORUM OER Commons MIT OpenCourseWare OpenLearn (Open University) iTunesU
  • 39. 39
  • 40. 40
  • 41. Format Text & Audio Video Slides (eg Other (eg Adobe  Content graphics PowerPoint) Presenter) What I already have What I find and reuse as is What I find, tweak and use What I find, repurpose and use What I create for this module
  • 42. Design Planned Strategic Enhancement Enhancement Curriculum Delivery Just-in-time Reflective Enhancement Enhancement As is Repurposed OER use
  • 43. 43 From Moodle to MOOCs  Massive Open Online Courses and free
  • 44. 44
  • 45. 45
  • 46. 46
  • 47. 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
  • 48. Implications  Blurring boundaries  New business models  Open practices  Changing roles  Digital literacy skills  Disruptive and complex  Unpredictable challenges
  • 49. 49 Summary  The few concepts you should not escape without… Image by Quayarts
  • 50. 50 Shift to…  Appropriate ‘blends’  Openness  Flexibility  Mobility
  • 51. 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. 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. 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. 54 MOOCs…  Register on one  Consider contributing to one  Put yourself and your organisation on the global MOOC map
  • 55. 55 Our chance to shape the future of learning Professor Alejandro Armellini University of Northampton Ale.Armellini@northampton.ac.uk

Editor's Notes

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  2. 4 open educational practices