Dancing Towards the Future: Designing New Moves for New Times

845 views
735 views

Published on

Invited Plenary Address at the Annual Online Learning (Sloan) Consortium Blended Learning Conference, Denver, Wednesday 9th June, 2014.

Published in: Education
2 Comments
1 Like
Statistics
Notes
No Downloads
Views
Total views
845
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
2
Likes
1
Embeds 0
No embeds

No notes for slide

Dancing Towards the Future: Designing New Moves for New Times

  1. 1. A cutting-edge digital learning strategy Dancing Towards the Future: Designing New Moves for New Times Professor Mark Brown Director, National Institute for Digital Learning Annual Online Learning Consortium Conference DENVER Wednesday 9th June 2014
  2. 2. My story…
  3. 3. My story…
  4. 4. My story…
  5. 5. My story…
  6. 6. My story…
  7. 7. My story…
  8. 8. My story…
  9. 9. My story…
  10. 10. My story…
  11. 11. My story…
  12. 12. My story…
  13. 13. My story…
  14. 14. My story…
  15. 15. https://www.flickr.com/photos/marcsolaris/ My story…
  16. 16. 1. Let’s dance 2. Learning first steps 3. Choreographing the best moves Outline…
  17. 17. Key message… “The problem is not making up the steps but deciding which ones to keep.” Mikhail Baryshnikov https://www.flickr.com/photos/59015064@N02/9316044012/
  18. 18. 1. Let’s dance…
  19. 19. “At its simplest, blended learning is the integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004, p.96). 1. Let’s dance…
  20. 20. “. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency” (Vaughan, 2012). Blended learning is… 1. Let’s dance…
  21. 21. https://www.flickr.com/photos/speakslyrics/ 1. Let’s dance…
  22. 22. 1. Let’s dance… https://www.flickr.com/photos/misterf/
  23. 23. 1. Let’s dance… https://www.flickr.com/photos/queensucanada/
  24. 24. Not New - 1935 1. Let’s dance…
  25. 25. 1. Let’s dance…
  26. 26. 1. Let’s dance…
  27. 27. 1. Let’s dance…
  28. 28. Traditional instruction… (Wappett, 2013) 1. Let’s dance…
  29. 29. Blended instruction… Learning Pathways (Wappett, 2013) 1. Let’s dance…
  30. 30. “These studies answer the ‘‘big’’ questions (e.g., is DE/OL more effective than classroom instruction?), but they generally fail to establish an alignment of evidence that addresses the ‘‘do’s’’ and ‘‘don’ts’’ of instruction via rigorous research.” (p.89). Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., & Abrami, P. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26:87–122. 1. Let’s dance…
  31. 31. The inconvenient truth is… 1. Let’s dance…
  32. 32. 1. Let’s dance… The inconvenient truth is… Blended learning has become a popular construct that means different things to different people…
  33. 33. Arguably the concept has done little to disrupt the ‘old normal’ and the familiar tap, tap, tap of the same dance routine continues to reinforce traditional educational outcomes. 1. Let’s dance… https://www.flickr.com/photos/mspsfamily/ The inconvenient truth is… Blended learning has become a popular construct that means different things to different people…
  34. 34. 1. Let’s dance… B O L D
  35. 35. 1. Let’s dance… B O L D [ Blended | On-line | Digital ]
  36. 36. 1. Let’s dance… B O L D [ Blended | On-line | Digital ] A really Pathway to Student Success
  37. 37. 1. Let’s dance… B O L D [ Blended | On-line | Digital ] Pathway to Student Success A really
  38. 38. 1. Let’s dance… https://www.flickr.com/photos/jad_23/
  39. 39. 2. Learning first steps…
  40. 40. 80+% 55% 2. Learning first steps… US = 54%
  41. 41. 66% 2. Learning first steps… 64% OECD Average 70%
  42. 42. Allan, I., & Seaman, J. (2013). Grade Change: Tracking Online Education in the United States. 2. Learning first steps… http://www.onlinelearningsurvey.com/reports/gradechange.pdf
  43. 43. National Survey of Student Engagement 2. Learning first steps… http://nsse.iub.edu
  44. 44. 2. Learning first steps… http://nsse.iub.edu/html/annual_results.cfm
  45. 45. 2. Learning first steps… http://nsse.iub.edu/html/annual_results.cfm
  46. 46. • Large body of literature on first year • Support strategies are often fragmented • Off-campus learners study under conditions far less common • Gap in the literature on experiences of first-time online/off-campus learners • Dearth of research giving insights from the learners’ voice 2. Learning first steps…
  47. 47. To investigate the experiences of being a first time online/distance learner ‘in their own words’ from a student perspective. Research objective… 2. Learning first steps… http://www.dehub.edu.au/publications/reports/
  48. 48. To investigate the experiences of being a first time online/distance learner ‘in their own words’ from a student perspective. Research objective… 2. Learning first steps… Methodology… • Design-based Research • Phase 3 – Stories of first-time learners • Weekly video diaries using Sony bloggie™ http://www.dehub.edu.au/publications/reports/
  49. 49. 30 – 39 years Maori Full-time College of Humanities Remote location Not employed 7 children Insights from first-year… 2. Learning first steps… Paper = Unit/Module http://www.dehub.edu.au/publications/reports/
  50. 50. 50 - 59 years Maori / European 2 papers (modules) College of Business Auckland (major city) Seeking employment Balancing workload 2. Learning first steps… Paper = Unit/Module Insights from first-year… http://www.dehub.edu.au/publications/reports/
  51. 51. 60+ years European 1 paper (module) College of Education Remote location Employed 3 days Technology challenged 2. Learning first steps… Stream = LMS Insights from first-year… http://www.dehub.edu.au/publications/reports/
  52. 52. 1. Perceived to enable study to fit around other life, work and family commitments. However, students have relatively little conception of the actual demands of studying by online/distance learning. Three lessons… 2. Learning first steps… http://www.dehub.edu.au/publications/reports/
  53. 53. Three lessons… 2. Students that begin with well articulated study goals aligned with their wider aspirations and realistically balanced alongside life's other commitments also typically report active study orientations. 2. Learning first steps… http://www.dehub.edu.au/publications/reports/
  54. 54. Three lessons… 3. While learner stories affirm the importance of the first few weeks of study there are ebbs and flows in the life of an online/distance student and a second critical at risk phase was identified in later weeks. 2. Learning first steps… http://www.dehub.edu.au/publications/reports/
  55. 55. 2. Learning first steps… Metaphorically how can we design for learning from a student perspective to scaffold for success from first steps to academically, emotionally and professionally delightful performances? https://www.flickr.com/photos/umtad/
  56. 56. 3. Choreographing the best moves…
  57. 57. • Move away from a ‘goulash’ approach • Institutions need to analyse their retention strategies and ‘spot the leaks’ • Develop a framework informed by the literature to support and scaffold for student success across the study lifecycle 3. Choreographing the best moves…
  58. 58. Pathway Intervention What do we do for failing students Secondary Intervention What do we do for at-risk students? Targeted/Selective Primary Intervention What do we do for targeted groups of students? General/Primary Intervention What do we do for all students? Adapted from Wilson (2009) Success Pyramid 3. Choreographing the best moves… Wilson, K. (2009). Success in the first year: The impact of institutional, programmatic and personal interventions on an effective and sustainable first year experience. Paper presented at the First Year in Higher Education Conference, Brisbane.
  59. 59. Study Life Cycle 3. Choreographing the best moves… Shillington, S., Brown, M., MacKay, A., Paewai, S., Suddaby, G., & While, F. (2012). Avoiding the goulash: Closing gaps and bridging distances. Open Learning: Journal of Open, Distance and eLearning, 27, (1), 65-80.
  60. 60. - Thinking about study - Making choices - Enrolment - First few weeks - Progression - Learner - Teacher - Department/School - Institution - Social - Academic - Wellbeing Mapping strategies… 3. Choreographing the best moves…
  61. 61. • Self directed exercises - Literacy/numeracy - Digital literacy checklist - Is online/distance learning for me? Quiz Thinking About Study - Online preparation tools 3. Choreographing the best moves… http://www.massey.ac.nz/massey/learning/distance-learning/
  62. 62. 3. Choreographing the best moves… http://www.massey.ac.nz/massey/learning/distance-learning/
  63. 63. 3. Choreographing the best moves… http://www.massey.ac.nz/massey/learning/distance-learning/
  64. 64. 3. Choreographing the best moves… http://www.massey.ac.nz/massey/learning/distance-learning/
  65. 65. 3. Choreographing the best moves… http://www.massey.ac.nz/massey/learning/distance-learning/
  66. 66. 3. Choreographing the best moves… http://www.massey.ac.nz/massey/learning/distance-learning/
  67. 67. Making Choices – online course previews What study material will I have? How will I connect with other students and staff? What kind of work will I submit? What study support is available? << Title Page 3. Choreographing the best moves… http://www.massey.ac.nz/massey/learning/distance-learning/
  68. 68. 3. Choreographing the best moves… http://www.massey.ac.nz/massey/learning/distance-learning/
  69. 69. 3. Choreographing the best moves… https://www.open2study.com
  70. 70. 3. Choreographing the best moves… http://www.epigeum.com Collaborative tactics…
  71. 71. Conclusion
  72. 72. Conclusion Blending for student success is not a single dance!
  73. 73. Conclusion Blending for student success is not a single dance! It requires visionary choreographers to skillfully plan the moves of a whole dance troop and to understand how to get the best out of individual dancers in order to produce a truly great performance.
  74. 74. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Conclusion DANCING TOWARDS THE FUTURE Digital Literacy Digital Inclusion Digital Citizenship
  75. 75. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Conclusion Digital Literacy Digital Inclusion Digital Citizenship DANCING TOWARDS THE FUTURE New Moves for New Times
  76. 76. “The whole problem with the world is that fools and fanatics are always so certain of themselves, but wiser people so full of doubts” Bertrand Russell One last thing…
  77. 77. “A prudent question is one-half of wisdom.” Francis Bacon Questions…
  78. 78. Contact details… Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz http://www.slideshare.net/mbrownz

×