Hc elearning awards 2013

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Hc elearning awards 2013

  1. 1. Category: Best in e-Learning Samsung Digital Media Awards 2013 Hibernia College Professional Diploma in Education
  2. 2. Page | 2 Contents Contents.....................................................................................................................2 Introduction................................................................................................................3 Strategy......................................................................................................................3 Objectives..........................................................................................................3 Planning ............................................................................................................4 Execution...........................................................................................................5 Budget...............................................................................................................5 Design ........................................................................................................................6 Rationale ...........................................................................................................6 Concept.............................................................................................................6 Consumer engagement.....................................................................................6 User experience ................................................................................................7 Innovation..................................................................................................................8 Content..............................................................................................................8 Creativity ...........................................................................................................9 Results......................................................................................................................10 Visitors ............................................................................................................10 Benefits ...........................................................................................................10 Return on investment ......................................................................................12 Access and Instructions.............................................................................................14
  3. 3. Page | 3 Introduction Hibernia College (HC) is an online, third-level institution delivering web-based educational programmes. The goal of HC is to be a global leader in the delivery of unique and competitively distinctive academic programming. Utilisation of the Internet and other state- of the-art technologies are the primary methodologies used to implement the company’s strategy of high quality, value-added and student-centred educational programmes. HC is striving to become a centre of excellence in online distance education. The college makes web-based third level courses of the highest quality accessible to students in Ireland and internationally, which are specifically designed to meet the new conditions and new educational needs of the knowledge age. The College mission is to promote lifelong learning by offering web-based programmes that facilitate students who cannot attend or be accommodated by traditional, on-campus courses to access specific, vocationally relevant accredited Higher Education programmes. The Professional Diploma in Education (PDE), a level 8 award, was initially accredited by the Higher Education and Training Awards Council (HETAC) in 2009 and was developed in response to national demand for such a programme being made available in a blended learning format. Extensive consultation with various stakeholders in the education arena led to the development of the PDE and it has been designed to facilitate the qualification of post-primary teachers in specific curriculum areas (Gaeilge, Mathematics, Physics, Chemistry and Modern Languages) where a particular shortage has been identified. Strategy Objectives The Professional Diploma in Education (PDE) provides subject-qualified graduates with the skills, knowledge and ability to obtain employment and practice as a competent, qualified post-primary school teacher. It aims to make full use of the new methods of distance education made possible by the advances in information technology to provide a flexible means of study to students.
  4. 4. Page | 4 A sound underpinning of key issues such as inclusion and differentiation, classroom management, history, sociology, philosophy and psychology of education is provided, as well as an in depth understanding of the methodologies of their chosen subjects and the ability to deliver this in a manner that maximises learning. The PDE: • Offers a student-centred, flexible, supported learning opportunity imparting high expertise together with the development of the broader skills and mental capabilities necessary to compete effectively in the modern marketplace • Assembles the best available academic teams from around the world to develop and author up-to-date learning opportunities of the highest quality • Delivers a high quality, web-based, part-time, accessible learning opportunity at postgraduate level • Promotes a lifelong web-based learning opportunity by facilitating students – many of whom are mature professionals– who cannot attend or be accommodated by traditional, on-campus courses Planning Following requests from the post-primary sector, HC reviewed the provision of courses in Ireland that lead to a post-primary school teacher’s qualification. This indicated that demand for the award far exceeded supply and that there was a need for a programme delivered in a flexible manner that did not require the student to give up their current employment or move away from home. Further consultation with principals highlighted a number of curriculum areas where there is a national shortage of post-primary teachers. The majority of offerings required student teachers to live near or travel to universities to pursue a full-time course usually lasting one academic year and typically did not attract graduates who had already secured employment outside the sector. Other providers were largely oversubscribed with between 2,000 and 2,500 graduates applying for approximately 800 places a year. It was envisioned that HC PDE would broaden the provision of post- primary teacher education in Ireland.
  5. 5. Page | 5 Execution In Spring 2008, HC undertook a nationwide consultation exercise with post-primary school principals across Ireland. A greater understanding of existing PDE offerings was achieved through subsequent discussion groups. An Advisory Board was then established and met on a regular basis to give insight and information on the current programme and also provide suggestions as to how a new blended programme could be offered. Academic staff of the College involved in the design of the programme met with a HETAC panel of experts on the 16th September 2009 to examine the programme submission. The panel of experts recommended validation of the programme subject to the Teaching Council’s general conditions of approval. Accreditation was granted by the Teaching Council in the 2010/2011 academic year after initial review of the programme. The programme recruited learners during the summer of 2011 following Teaching Council Professional Accreditation. The initial cohort of learners (Oct 11) will graduate in October 2013. Subsequent cohorts were inducted in March 2012 (Mar 12) and October 2012 (Oct 12). Budget In the 2012/2013 academic year a total budget of €1.8m was assigned to the development and delivery of the project. This included €1.25m in direct teaching and student supervision costs, €250k on online content development and €300k on the provision and support of learning services to students. Student fees are funded entirely by the student themselves with no subvention from the State. Hibernia College, as an international provider of higher education, recognises the importance of community engagement in providing education programmes that meet local, national and international needs. Experience gained from working with the wider community is used to inform curriculum design and delivery and also improve the opportunities and quality of the student learning experience.
  6. 6. Page | 6 Design Rationale Demographic studies indicate that Post-Primary School Enrolments will increase by 58,463 between now and 2020. At a ratio of 19:1 this would require 3011 new teachers over and above the normal annual requirement of about 1700. Given the need for new teachers, and the State’s cuts in HE funding, there is a need for the private sector to make provision. As an online provider, technology plays a key role in the delivery of all programmes at HC. The PDE is a blended-learning programme with the online portion delivered through HELMS – the virtual learning environment. The online elements of the course are delivered through a combination of:  Online interactive Flash-based lessons  Supplementary downloads, for example, lesson transcripts, audio files for mobile media and downloadable lessons  Discussion forums  Online community  Synchronous online tutorials Concept Delivery of the programme is designed to be ‘invisible’ to the student; technology is considered a facilitator to learning and no part of the system should present usability problems. All elements of the learning management system are designed with the most technically-inexperienced user in mind. HELMS combines open-source software, enterprise online tutorial software and a digital library. The effectiveness of HELMS and any technical difficulties experienced are regularly monitored to assure ongoing suitability. The combination of in-house development and open-source community development allows HC to remain at the cutting edge of learning technologies online. Consumer engagement All new users are initially surveyed by the College to determine available ICT resources. Each cohort of students is required to attend an onsite induction day where they are
  7. 7. Page | 7 introduced to all academic departments as well as the online environment in HELMS. Students are shown important aspects of HELMS, including support systems, online lessons, library services and the social media tools used to promote peer support and interaction. Within the initial induction period of 2 weeks students are requested to perform various tasks within HELMS and also take part in an online trial of our synchronous tutorial software (AT&T Connect). A 10-15 minute demonstration is all that is required for all users to understand the basic functionality of the synchronous software. For example, with a trial for a new intake of PDE students, there are typically up to 150 students invited to take part in a trial over 2.5 hours, with approximately 30 students logging in at 30-minute intervals. By the end of the 2.5 hours, the vast majority of these students will have successfully logged on, listened to the demo and tested that their audio and microphones are working successfully. Review has shown there to be minimum issues in all areas and our technical support team fully support any technical issues encountered. User experience A recent survey (July 2012) indicates that 97.5% of students think tutors are good or excellent and that 94% think the content is good or excellent (Scale used is Excellent, Good, Satisfactory, Fair, Poor). Regular updating of the PDE site with new features and ensuring that the online interactive sessions allow for a high-quality learning experience is a very important aspect of the service the College provides. The tools used by the college are constantly revised, expanded and updated. There is an in- house technical team as well as the active Open Source Community regularly developing enhancement to HELMS. Recent additions have included increased tracking for our students, increased social media tools as well as improved reporting facilities for staff. Web 2.0 community-building features offers students much greater scope for informal communication among themselves. Richer collaborative tools are proven to encourage student engagement on learning management systems. The social collaboration encouraged through the sites provides peer and tutor support to students.
  8. 8. Page | 8 Enhanced reporting and tracking also allows both staff and faculty the tools for detecting weaker or problem students. Feedback demonstrates that academic support and support for struggling students is well managed and implemented effectively; there are strong systems in place for monitoring student participation, engagement, performance and achievement and the evidence confirms that these systems are effective in early identification of learners who require interventions and additional support. Using AT&T for the online interactive sessions has proven very effective. The AT&T tool enables high-quality delivery that is robust and engaging. The software is used on a daily basis and proves to be very popular and user friendly with participants in terms of installation and functionality. General feedback from participants is that they find the software easy to use with the image-based icons leading to an intuitive feel. Technical support is provided by the College’s Helpdesk. The team are fully trained to advise on any technical and software problems staff, faculty or students may encounter while using the Virtual Learning Environment (VLE) and the AT&T software. A survey of students undertaken in July 2012 confirms a high level of satisfaction with the technical support offered. Innovation Content The PDE is a 60-credit, 24-month programme consisting of one module of Foundations of Education (10 credits), one module of Teaching Methodologies, encompassing two subject methodologies (10 credits), one module of School Experience Professional Practice encompassing three blocks of School Experience (20 credits) and one module of Developing the Professional Teacher (20 credits). The programme is modular in its structure and delivery. Students progress towards an award by passing individual modules. In some instances, there is a requirement for an element of a module to be passed as well as the overall module. Modular assessment of attainment of learning outcomes is embraced throughout the programme. It is possible for a student leaving the programme prior to its scheduled end date to take any credit with them.
  9. 9. Page | 9 In the PDE, full consideration is given to the issues of module completion and the suitability of the current module structure in the context of HETAC requirements. Stakeholder feedback and module assessment results indicate a normal distribution of results indicating a positive and normal engagement with the prescribed material. Creativity The PDE offers a blended learning experience, including interactive online sessions offering maximum flexibility with on-site classroom sessions, reinforcing student integration into the learning experience. The unique Higher Education Learning Management System (HELMS) combines all the benefits of accessibility and flexibility inherent in online education with a high level of interaction between students and their peers and between students and their tutors. The design of online interactive sessions utilises a robust pedagogical model to incorporate various elements that provide a comprehensive multimedia learning experience for students. The college selects faculty with special expertise from around the world to create courses of the highest quality. The design of the courses and of student participation is based on a philosophy of education that seeks to combine advanced expertise with the development of the broader skills that are required for success in the modern marketplace. These skills include IT skills, and analytical and research skills, which can give graduates the ability to search out and exploit information and which can enhance their creative and leadership capacities. The Knowledge Management Team (KMT), is involved in all aspects of module planning to ensure a more holistic approach that seeks better integration of the on-demand online lessons, the live online tutorials and the face-to-face onsite elements of each module. Detailed information on all modules is available within the virtual learning environment (VLE), so students have all the information they require, easily available from a centralised place.
  10. 10. Page | 10 Video is used at the start of each module to provide overviews to students of the module content and how it will tie in with the assessment strategy. This has proven to be a more effective way of communicating with students than merely sending them printed materials. Student engagement and interaction has been enhanced by placing a greater emphasis on the use of blogs and module forums. Independent tasks are evidenced in blog contributions. Topical questions for each lesson are posted on the forums and tutors are required to actively engage with students on the forum to encourage group learning, active discussion and debate and sharing of ideas using cooperative learning strategies. Learning Diaries (ePortfolios) enable students to document their learning during the programme and are suitable for continued use as newly qualified teachers using cloud storage to access and complete their portfolios for subsequent accreditation by the Teaching Council. Results Visitors The PDE programme has grown in terms of student numbers as well as the number of modules on offer. Of the students presently enrolled, there are students from every county in Ireland. Of the total PDE student body (469 students), there are currently 184 enrolled in the initial Cohort (Oct 11), the Mar 12 cohort has 95 students enrolled and the Oct 12 cohort has 190 students. The spring 2013 enrolment target is 170 students. The July 2012 student survey indicated a lot of positive feedback from students undertaking various modules on the programme. Student comments included remarks such as “I think this is an excellent module and feel I have learned a great deal while studying it. Overall I am very impressed with the Hibernia Course and find it works very well for me” and “I really enjoyed my learning experience during this module and it covered everything possible. I feel I have gathered very valuable knowledge and experience.” Benefits The PDE programme provides post-primary teacher education to people who were previously unable to access it because of supply, geography or life commitments.
  11. 11. Page | 11 The programme addresses teacher recruitment requirements for the 21st century by providing suitably qualified and high quality teachers at no cost to the state. With regards to subject specificity, the programme is addressing the particular shortage in qualified Irish teachers – several of them have been offered jobs before even qualifying. Ultimately, the main strength of the programme is the content, delivery, faculty and technologies as well as the College commitment to high academic standards and the implementation of rigorous policies and procedures to maintain this that has resulted in the programme acquiring a positive reputation to date. The PDE programme delivery model supports access, transfer and progression, the accumulation of credit and lifelong learning in line with National Qualifications Authority of Ireland (NQAI) policy and best practice and is for the most part in full compliance with Teaching Council requirements. Highly interactive learning technologies that are continually reviewed, updated and resourced with a strong support team ensure minimal disruption to learners and rapid resolution to any technical difficulties. Students and tutors have indicated that the HELMS VLE is user-friendly and very accessible. Excellent community and sector links, including a dedicated school partnership liaison team, which are continually expanding as the programme advances, have helped strengthen the programme and knowledge of sector requirements as well as current thinking in post- primary education internationally. The general quality of the feedback is a particular strength of the programme with an emphasis on appreciative comments and suggestions to extend students’ thinking and practice. Mentors in placement schools have volunteered positive and informative feedback and external examiners have commented on the overall quality of student teachers which reflected very well on the quality of support and preparation provided by HC. There is also a
  12. 12. Page | 12 high level of student satisfaction in the content and delivery of the programme and its ability to adequately prepare them for careers as teachers. Return on investment Research data from surveys undertaken by HC indicate that, besides excellent student retention rates, students undertaking blended learning programmes enjoy their experience and also the flexibility that this format provides. HC graduates consider lifelong learning a more realistic proposition and may be induced to continue on other programs the college offers, for example the Masters of Arts in Teaching and Learning (MATL). Continuing Professional Development (CPD) for teachers is another area that provides further development potential for HC both through word-of-mouth from participating stakeholders in the programme and for graduates who are aware of the quality and flexibility this educational approach holds. Through the PDE programme, the College has a number of sectoral links across Ireland. Sector engagement ensures interaction with professional bodies, organisations, individual schools and so on goes beyond that required for the delivery of the programme. The purpose of the engagement is to ensure HC remains firmly rooted in the heart of activities associated with the training of post-primary school teachers in Ireland. HC seeks feedback and recommendations to further strengthen the programme to maximise the benefit to its graduates and to the post-primary school sector in Ireland. The degree and type of engagement has increased over the lifespan of the programme to date and has been of benefit to the College as well as the sector, particularly schools who value the opportunity to inform the training of teachers. Faculty further strengthen their knowledge of current issues and practice and are afforded the opportunity and ability to engage in critical debate through attendance at conferences dedicated to education. These links with the wider educational community benefit students and the College alike in ensuring faculty are in dialogue with peers and are informed about the most current and relevant issues for teacher education nationally and internationally.
  13. 13. Page | 13 The College has established relationships with a range of associations with a view to collaboration in order to inform students of developments and to provide a platform for these organisations whereby they can disseminate information and resources.
  14. 14. Page | 14 Access and Instructions The PDE web site can be accessed by using the link: http://ppe.hiberniacollege.com/ Login details: User name: samsungdma Password: sf@begno In the PDE programme, there are four main modules, containing ‘strands’ of subject areas, which contain multiple (usually 8) ‘session pages’ with Tasks containing less than 3 hours of learning each. For direct access to featured resources you can click on the module, strand, sample session and associated interactive presentation links below to visit each: 1. Foundations of Education History of Education Session 4: Intermediate/Secondary Education 1878–1967 Interactive presentation: Intermediate/Secondary Education 1878– 1967 Sociology of Education Session 1: Education and Society Interactive presentation: Education and Society 2. Methodologies of Education Chemistry TM Session 1: Curriculum and Change - Starting to Teach Chemistry Interactive presentation: Curriculum and Change - Starting to Teach Chemistry Gaeilge (Irish) Teaching Methodology Seisiún 7: Cothú Cruinnis sa Ghaeilge Interactive presentation: Cothú Cruinnis sa Ghaeilge
  15. 15. Page | 15 3. School Experience & Professional Practice – (These release to GSTs at 3 different stages of Teaching Practice (TP)) SEPP 1 Session 1: The General Teaching Context Interactive presentation: The General Teaching Context SEPP 2 Session 7: Planning for Good Behaviour Interactive presentation: Planning for Good Behaviour SEPP 3 Session 6: Introduction to the Restorative Classroom Interactive presentation: Introduction to the Restorative Classroom 4. Developing the Professional Teacher – (the BISEN and Research Methods sessions) Behavioural Issues and Special Educational Needs Session 3: General Learning Difficulties and Assessed Syndromes Interactive presentation: General Learning Difficulties and Assessed Syndromes Research Methods Session 1: Improving Educational Practice and the Role of Research in Teaching Interactive presentation: Improving Educational Practice and the Role of Research in Teaching

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