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Carpe diem_no1_9_2_2011

Carpe diem_no1_9_2_2011



Carpe diem seminar presented by Professor Gilly Salmon and Dr Alejandro Armellini

Carpe diem seminar presented by Professor Gilly Salmon and Dr Alejandro Armellini



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    Carpe diem_no1_9_2_2011 Carpe diem_no1_9_2_2011 Presentation Transcript

    • Achieving innovation for learning at Leicester
      Dr Alejandro Armellini
      Senior Learning Designer
      Beyond Distance Research Alliance
      University of Leicester, UK
    • Objectives
      To share the key learning innovation challenges we face at Leicester
      To describe our implementation choices regarding curriculum design and delivery approaches: Carpe Diem & e-moderating
      To illustrate innovations and results
      To identify lessons learned
    • Introduction and context
      Capacity building
      Curriculum design: Carpe Diem & e-tivities
      Curriculum delivery: E-moderation
      Summary: approaches that work
    • Introduction and context
    • University of Leicester
    • Learning Innovation Challenges - students
      21st-century competencies for employability
      Equivalent experiences for on-campus, distance and mixed-mode students
      Full access anytime, anywhere
      Flexibility & choice
      Exceeding technological expectations
    • Challenges - tutors
      Efficiency & effectiveness: low- cost, high-value
      Equal value to teaching and research
      Enabling evidence-based teaching
      Teaching innovation
      Doing more with less
    • Challenges - institution
      Elite without elitism
      Student centredness
      Global reach
      Optimising capabilities of staff
      Evidence for acceptable, successful and sustainable change processes
    • Our mantras
      Research to practice
      Innovation to mainstream
      Low-cost, high-value learning technologies
      Design for learning, e-moderate for participation
      …to inform, embed, disseminate and sustain change
    • Research to practice
    • Core, niche, peripheral and mainstream technologies
    • The Alliance, University of Leicester
      Paste a series of pictures (groups, house, zoo etc)
      Beyond Distance Research Alliance
    • The Alliance…
      Is a research and innovation Unit
      Generates evidence collaboratively -evidence colleagues can relate to- through funded projects
      Promotes and disseminates evidence-based, incremental change and embedding
      Shapes and informs policy and strategy
    • Two key, inter-related aspects
    • Knowledge-based, e.g. academic disciplines
      Content is King: ‘dump stuff online and they’ll learn’
      Task and pathways-based for active engagement and generation of learning outcomes
      Subject areas
      MSc in Finance
      Fire awareness course
      Skills-based, procedural, e.g. mandatory training, health & safety
    • I put my content online, therefore my students do e-learning
      Source: http://www.flickr.com/photos/bowena/
    • ‘But they won’t engage!’
    • Design for learning
      E-moderate for participation
    • Designing together: Carpe Diem
      Source: http://www.flickr.com/photos/susanvg/
    • Seize the Day
      Invest two days of your time
      and get your course online
      Source: http://www.flickr.com/photos/curtisperry/
    • Carpe Diem addresses…
      ‘My use of e-learning is bad.’
      ‘Help me redesign this.’
      ‘The discussion forums are never used.’
      ‘What is a wiki?’
      ‘Can I run synchronous sessions? How?’
      ‘What is Web 2.0 and how can my learners benefit from it?’
      ‘Existing resources? What resources? Are they readily available? For free? Really?’
      Focus: designing for learning
    • Source: http://www.flickr.com/photos/kleinerkuchen/
    • Occupational Psychology podcasts
    • E-tivities
      Asynchronous online learning activities that:
      • Foster effective and purposeful interactions
      • Provide ‘hinges’ and reflective points between course components
      • Contribute to the achievement of learning outcomes
      • May contribute to assessment
    • Criminology: e-tivities in a distance MA programme
    • Politics & IR dissertation e-tivities
    • E-tivities are…
      Brief and clear (not ‘mini-projects’!)
      Motivating, engaging, purposeful
      Mappable against learning outcomes
      Designed to generate meaningful interaction
      Useful as an assessment scaffold
      Designed and led by an e-moderator
      Cheap to produce and easy to run: good design leads to easier e-moderation
    • Discussion boards…
    • Voice Boards
    • Politics & IR dissertation e-tivities: a wiki
    • Key features of e-tivities
      Stimulus or challenge (the ‘spark’)
      Online activity, which includes individual participants posting a contributionto a forum, wiki, voice board, etc
      An interactive element, such as responding to the postings of others
      Summary, feedback or critique from an e-moderator (the ‘plenary’)
    • E-moderation & scaffolding
      Source: http://www.flickr.com/photos/daquellamanera/
    • E-moderation
    • 5. Development
      4. Collaboration
      3. Co-operation
      2. Culture building
      1. Access & motivation
    • 5. Development
      Link, feed back, enhance, apply
      4. Collaboration
      Interact, build knowledge
      3. Co-operation
      Navigate, save time, personalise
      2. Culture building
      Receive and send
      1. Access & motivation
    • 5. Development
      4. Collaboration
      Facilitate, tie loose ends
      3. Co-operation
      2. Culture building
      1. Access & motivation
      Welcome, reassure
    • Key e-moderating skills
      Source: http://www.flickr.com/photos/gaylon/
    • Cost and impact
      Source: www.le.ac.uk/duckling
    • Dissemination of evidence
    • Dissemination of evidence
      Source: http://www.flickr.com/photos/48830217@N04/
    • Summary: approaches that work (1)
      Build capacity and capability with course teams
      • Learning design (e.g. through Carpe Diem) and delivery (e-moderation)
      • Capitalise on and design for openness
      Evidence for change
      Enable small-scale pilots to inform policy and strategy incrementally: move from practice to policy
      Wordle of an edited book by veletsianos
    • Summary: approaches that work (2)
      Constantly evaluate and update staff skills
      Recognise, reward and celebrate innovative practice
      Work in teams, including learning technologists and subject librarians
      Encourage dipping toes in the water and support those who, based on the evidence, take the plunge
      Wordle of an edited book by veletsianos
    • University of Leicester
      Dr Alejandro Armellini
      February 2011