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Innovation vs. Control
 

Innovation vs. Control

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Presentation given at the European Association of Distance Teaching Universities (EADTU) Annual Conference, November 2012, Turkey.

Presentation given at the European Association of Distance Teaching Universities (EADTU) Annual Conference, November 2012, Turkey.

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    Innovation vs. Control Innovation vs. Control Presentation Transcript

      • Innovation versus Control:
      • A framework for promoting innovative programme design within a managed business infrastructure
      Steven Warburton John Dickens EADTU Conference 2011 EADTU Eskişehir, November 2011
      • University of London (UoL) International Programmes:
      • 50,000+ students
      • Global market (190 countries)
      • 75 recognised teaching institutions
      • 100+ degrees, diplomas and certificates.
      • Academic quality and direction maintained by ‘ lead colleges ’
      • Long history (1858) with strong values and an ongoing commitment in providing access to education and enhancing the student experience
    • problem space:
      • Find ways of increasing accessibility to UoL programmes
      • Develop new programmes, but need to:
        • ensure quality
        • create a positive student experience
        • keep capital costs low
        • build for scalability
      • Renovate programmes in response to changing technologies and student profiles
    • BUT … our context … a complex, multi-stakeholder environment
    • Solution: develop academic and costing models to integrate conflicting cost-benefit value systems
    • why?
      • Pragmatic value
        • Guidance for action i.e. measured programme development
      • Social value - ‘objects to talk with’
        • Common discourse i.e. integrate educational and economic values
        • Models/frameworks as tools to think/design with
      • Symbolic value
        • make visible our grounded pedagogy within a transparent costing model
      ?
    • how?
    • Build learning design model … and then consult
    • Foreground … activity over content
    • focus on activity design for active learning …
      • Students are active in the way they approach their learning and adopt appropriate learning attitudes and strategies to successfully achieve their learning goals.
      • A set of activities and pedagogical approaches that direct and support students in their interaction with resources and with each other (Bonwell and Eison, 1991), often a collaborative and cooperative form of learning enterprise.
    • - Tutorial - Small group collaborative activity (group assessed) - Small group cooperative activity (individually) - Virtual labs - One-to-one tutoring - Office hours
      •  
      • Provides a systematic approach to the development of learning situations (increasing the likelihood of learning taking place) ;
      • The model acts as a tool that allows individuals within multi-disciplinary teams to communicate effectively (by standardising the vocabulary surrounding the visualisation and implementation of the development processes) ;
      • It provides a sound basis from which discrete objects can be identified for costing purposes.
      The benefits of using an instructional design theory and associated model are threefold:
    • ‘ ready reckoner’ – development costs Indicative production costs (1 module = 40 hours teaching, split into 8 units = 5 hours teaching each) Activities QTY Academic staff Learning technologist Technical staff External reviewers Programme level   time days cost total time days cost total time days cost total days cost total Programme overview 1 1 1 £350 £350 0 0 £250 £0 1 1 £200 £200 0 £200 £0 Study skills (transversal competencies) 1 5 5 £350 £1,750 10 10 £250 £2,500 0 0 £200 £0 0 £200 £0 TOTAL (programme level)         £2,100       £2,500       £200       Module Level                                 Module design 1 1 1 £350 £350 1 1 £250 £250 0 0 £200 £0 5.25 £200 £1,050 Module scaffold 1 1 1 £350 £350 0 0 £250 £0 0 0 £200 £0 0 £200 £0 Module level podcasts 10 0.125 1.25 £350 £438 0.125 1.25 £250 £313 0 0 £200 £0 0 £200 £0 Examination bank 1 1.5 1.5 £350 £525 0.5 0.5 £250 £125 0 0 £200 £0 0 £200 £0 TOTAL (module level)         £1,663     £250 £688     £200 £0     £1,050                                   Individual Unit structure and content 8 0.5 4 £350 £1,400 0 0 £250 £0 0 0 £200 £0 0 £200 £0 - Connect                                 -- Text-based lectures 1 0.5 0.5 £350 £175 0.25 0.25 £250 £63 0 0 £200 £0 0 £200 £0 -- Audio lectures 8 0.5 4 £350 £1,400 0.25 2 £250 £500 0 0 £200 £0 0 £200 £0 -- Audio lectures + slides 1 0.5 0.5 £350 £175 0.5 0.5 £250 £125 0 0 £200 £0 0 £200 £0 -- Video lectures + slides 1 1 1 £350 £350 0 0 £250 £0 1 1 £200 £200 0 £200 £0 -- Live lectures (streamed) 1 0.25 0.25 £350 £88 0.25 0.25 £250 £63 0 0 £200 £0 0 £200 £0 - Apply                                 -- Individual activities 4 0.5 2 £350 £700 0.125 0.5 £250 £125 0 0 £200 £0 0 £200 £0 -- Collective discussion based 1 0.25 0.25 £350 £88 0.125 0.125 £250 £31 0 0 £200 £0 0 £200 £0 -- Collective building together / collaborative 1 0.25 0.25 £350 £88 0.125 0.125 £250 £31 0 0 £200 £0 0 £200 £0 -- Lab-based activity (including simulations etc.) 1 0.5 0.5 £350 £175 0.50 0.5 £250 £125 0 0 £200 £0 0 £200 £0
    • simulation – teaching/running costs       TEACHING AND LEARNING ACTIVITIES         REAL N° STUDENTS 5000 FIXED Staff 1 cost Staff 2 cost T&L activity Mode CAPACITY Role h h/C TC Role h h/C TC UNIT COST N° GROUPS INSTANCE COST Lecture Asynchronous 5000 Academic 3 43.8 131.3 Technical staff 1 25 25.0 £156 1 £156 Synchronous 200 none   0 0.0 none   0 0.0 £0 25 £0 Seminar Asynchronous 25 Academic 1 43.8 43.8 Teaching assistant 3 34.4 #### £147 200 £29,375 Synchronous 100 none   0 0.0 none   0 0.0 £0 50 £0 Q&A session Asynchronous 50 none 0 0.0 none 0 0.0 £0 100 £0 Synchronous 100 Academic 1 43.8 43.8 Teaching assistant 1 34.4 34.4 £78 50 £3,906 Tutorial Asynchronous 15 none 0 0.0 none 0 0.0 £0 333 £0 Synchronous 15 none   0 0.0 none   0 0.0 £0 333 £0 Small group collaborative activity Asynchronous 40 none 0 0.0 none 0 0.0 £0 125 £0 Synchronous 40 none   0 0.0 none   0 0.0 £0 125 £0 Small group cooperative activity Asynchronous 40 none 0 0.0 none 0 0.0 £0 125 £0 Synchronous 40 none   0 0.0 none   0 0.0 £0 125 £0 Virtual labs Asynchronous 500 none 0 0.0 none 0 0.0 £0 10 £0 Synchronous 40 none   0 0.0 none   0 0.0 £0 125 £0 One-to-one tutoring Asynchronous 1 none 0 0.0 none 0 0.0 £0 5000 £0 Synchronous 1 Academic 0.17 43.8 7.4 Teaching assistant 0.33 34.4 11.3 £19 5000 £93,906 Office hours Asynchronous 1 none 0 0.0 none 0 0.0 £0 5000 £0 Synchronous 1 none   0 0.0 none   0 0.0 £0 5000 £0
    • Learning Design Team Activity Design Planner Learning Design Model Costing tools: ‘ready reckoner’ Managers Subject Experts Bringing key stakeholders together using a set of shared design tools
    • Control Innovation Learning design Programme delivery Budget ROI Cost benefit: based on educational values Cost benefit: based on economic values Integrated cost benefit based on educational and economic values Flexible, adaptive Rigid, predictable
    • in conclusion
    • we can respond to a changing technological landscape Plan for scalability Social tools to support – formal and informal learning Technologies for assessment Technologies for student management
    • is the approach working?
      • establishing a shared vocabulary across stakeholders
      • transformative – acting as a vehicle for change
      • codifies and extends implicit aspects of learning design
      • makes the division of labour in programme development and delivery explicit e.g. creating content as separate from tutoring
      • innovative design space that reconciles financial predication and risk assessment
    • thank you _