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Shifting The Teaching Paradigm


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A presentation to a university on moving away from class room only lecturing to blended learning solutions.

A presentation to a university on moving away from class room only lecturing to blended learning solutions.

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  • Shifting the teaching paradigm – helping traditional lecturers shift to a model which includes the use of a range of learning technologies suited to the context of the University of Luton. Problems Options Strategies
  • Transcript

    • 1. Shifting the teaching paradigm Problems, options and strategies
    • 2. Overview
      • Current paradigm and implications
      • Problems with shifting paradigm
      • Options open to you
      • Strategies and next steps
    • 3. What is your paradigm?
      • Face-to-face
      • Live
      • In traditional settings
      • Delivered at set time
      • Linear
    • 4. Physical Time | Virtual Time
      • Preparation including materials
      • Physical aspects
      • Physical Delivery
      • Responding to live questions
      • Responding to post-lecture questions
      • Travel/attendance
      • Parking!
      • Responding to post-lecture queries from non-attendees
      • Time constraints
      • Some preparation including materials or reusable content
      • Work from anywhere
      • Online Delivery
      • Can Respond comfortably to live/reflective or post-lecture questions
      • NO Travel/attendance
      • NO Parking required!
      • NO time constraints
    • 5.
      • Lecturer to come in
      • Room, heating, lighting, cleaning etc
      • Travel
      • Parking!
      • Hard-copy handouts/notes
      • Limited to students who can attend your university or possibly distance-led modules
      Physical Costs | Virtual Costs
      • Lecturer logs in and out
      • NO Room, heating, lights etc
      • NO Travel
      • NO Parking
      • NO Hard-copy handouts/notes just downloads
      • UNLimited students/access
    • 6. Physical Standards | Virtual Standards
      • Rigour
      • Standards
      • Dissemination
      • Student Liaison
      • Assessment
      • Benchmarks
      • Teaching and learning
      • Rigour
      • Standards
      • Dissemination
      • Student Liaison
      • Assessment
      • Benchmarks
      • Teaching and learning
    • 7. Benefits of E-Learning include:
      • Transcends diversity issues/prejudice e.g. Haringey council notes accents impeded interview short-listing.
      • Supports ecology e.g. travel/parking /office space/heating
    • 8. E-Learning Assessment
      • Formative /Summative
      • By tutor
      • Remains human
      • Standards
      • Rigour
      • Student has come-back options
      • Sometimes machine is appropriate e.g. MCQ
    • 9. Shifting the teaching paradigm Problems
    • 10. Acceptance
      • By all university staff
      • Lecturers
      • Non-’Techies’
      • E.g. Company transferrence to virtual working
      • E.g. peers state this in universities
    • 11. What to consider
      • To consider the possibility of change
      • Carry out needs analysis
      • Address the motivational drivers of students and lecturers
      • Consider the technical competencies of staff
      • Consider the cost implications
    • 12. Comfort Zone
      • Why change?
      • It works
      • It’s something we know
      • Unknown
      • It’s easier to stay as we are
      • “ If the going is really easy, beware, you may be heading down hill.”
    • 13. How are you perceived when you stay where you are?
      • You can forget about recognition, organisation will be viewed as mediocre in terms of offering more choice and keeping up to technological standards by:
      • Your contemporaries
      • By current and potential students
      • By alumni
      • Wider community, government, business, NGOs
      • To be a leading edge organisation, change and risk must come into the agenda This leads to something that others respect and admire
    • 14. The Dodo is Extinct Some make it happen, some watch it happen, and some say,         "What happened?"
    • 15. Past to present
      • Learn from the past        
    • 16. Leonardo Loop
      • Describes contemporary society’s return to parallel thought processes, non-linear access to information, and a growing tendency to visualise communication.
      • E-Learning supports this by using non-linear learning materials
    • 17. Shifting the teaching paradigm Options
    • 18. Some learners prefer e-learning
      • Online courses are convenient
      • Online courses are flexible
      • They permit you to work at your own speed
      • They offer practice in computer skills
      • They are varied and interesting
      • They have practical/vocational relevance
      • They are cost effective
    • 19. Some learners prefer face-to-face
      • They need personal contact with others
      • They need a teacher to demonstrate/explain
      • They want immediate feedback
      • They need supervision
      • They feel they need ´real learning`
      • They don`t want to spend even more time at the computer
    • 20. Blended Learning
      • Some learners prefer a combination of face-to-face learning with online components
    • 21. It’s easier than you think
      • “ The toughest part of getting
      • to the top of the ladder,
      • is getting through the crowd
      • at the bottom”
    • 22. You have global diversity
      • 45% mature students
      • 30% ethnic minority students
      • Twice national average of academic staff from ethnic minority
      • One third of your students are outside the UK
      • Students from 120 countries
      • Links to global universities/employers
    • 23. Worldwide locations/time-zones
    • 24. University – Business is Good!
      • You have around 13,800 students and 850 staff.
      • 11,500 students are studying at undergraduate level,
      • 2,300 studying at postgraduate level and for professional development.
      • You have been awarded £4m in Government funding for developing business partnerships and won £20m worth of contracts.
      • You have won the largest solo bid in the country to launch a Knowledge Exchange, to enhance our links with businesses and the community. The £1.8m grant from the Government comes from (Higher Education Innovation Fund).
      • This is all very good for your business of education, but like all businesses expansion and growth are vital to staying ahead of the game.
    • 25. Physical space
    • 26. Work-life-balance
    • 27. Brings new business
    • 28. Shifting the teaching paradigm Strategies
    • 29. E-Learning strategy development
      • Develop a learning strategy across campus, for example:
      • Use of the VLE to support distance learning provision and to improve retention in campus-based delivery
      • Culture shift, re-skilling staff and mainstreaming e-learning
      • VLE management and integration
    • 30. Needs analysis
      • Find out what students need
      • What lecturers need
      • Possibilities that e-learning could present
      • What does the university need?
      • Match the technology to the needs instead of buying technology and trying to make it fit
    • 31. E-Learning Delivery
      • Classroom discussions via E-Tutor led areas of question/discussion – brings emergent knowledge from the group
      • Podcast lectures for desktop and MP3 Playback
      • Online lecture e.g. Impatica for PowerPoint
      • Video
      • Reading Material, and E-tivities in MS Office format or PDF
      • SENDA 2001 & DDA 1995
      • Optimised for dial-up and broadband access
    • 32. E-Learning Delivery
      • VLE / LMS / LCMS
      • Trackability and content authoring standards e.g. AICC / interoperability and sharing e.g. SCORM
      • E-Tutor Led
      • Reflective
      • Asynchronous
      • Synchronous
      • Unlimited access
    • 33. Reusable learning objects
      • Data repository with reusable chunks of learning data e.g.
      • images
      • presentations
      • videos
      • podcasts
      • Reading material
      • E-tivities
    • 34. A Learning Combination is Inclusive!
      • Face-to-face
      • E-Learning
      • Blended Learning
      • Reusable Learning Objects
    • 35. Next steps
      • Needs analysis
      • Develop an E-learning strategy
      • Bring on-board all staff and lecturers
      • Produce a physical environment conducive to e-learning
      • Produce a technical environment to deliver e-learning
      • Train relevant staff to required competency levels makes transition smoother and happier
      • Implement e-learning at the University of Luton
    • 36. Summary
      • Current Paradigm
        • Time, finance, sustainability, standards vs E-Learning standards
      • Problems
        • Acceptance, considerations, moving out of the comfort zone, society and non-linear learning
      • Options
        • Ease of use, location/time-zones, work-life balance, business case
      • Strategies
        • Needs analysis, learning strategy, gaining staff commitment, train staff, match technology to Luton
    • 37. Shifting the teaching paradigm Thank you