Your SlideShare is downloading. ×
0
Overview of the Institute of
Learning Innovation
Terese Bird, Grainne Conole, Palitha
Edirisingha, and Paul Rudman
1st Jul...
Outline
• The context
– E-learning timeline
– Learner experience
• Research at ILI
• Future challenges
E-Learning timeline
Multimediaresources
80s
TheInternetandtheWeb
93
LearningManagementSystems
95
OpenEducationalResources
...
The importance of e-learning
• Potential to support
interaction, communication and collaboration
• Developing digital lite...
The MATEL study
• Productivity and creativity
• Networked collaboration
• Content creation
• Visualisation and simulation
...
6
• Technology immersed
• Learning approaches: task-
orientated, experiential,
just in time, cumulative,
social
• Personal...
Institute of Learning Innovation
• Mission
– To research and apply learning
innovations to inform policy and
shape practic...
Areas of activity
• Research
• Teaching
• Supervision
• Consultancy
• Visiting scholars
• Institutional advice
Areas of research
• Openness (OER, MOOCs, digital scholarship)
– POERUP, OER in Rwanda
• Learning Design
– SPEED and METIS...
POERUP outputs
• An inventory of more than 100 OER initiatives
http://poerup.referata.com/wiki/Countries_with_OER_initiati...
MOOCS
Free
Distributed global community
Social inclusion
High dropout rates
Learning income not learning outcome
Marketing...
Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Wealth of free
resources ...
Digital literacy skills
http://edudemic.com/2013/04/important-21st-century-skills/
Creativity
Multi-tasking
Performance
Si...
The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCapture ConsiderCollaborate
Activities
Combine
Synthesis
Consol...
Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and dem...
Embedded E-books and E-Readers in
Distance Learning
Lessons from projects
DUCKLING
& Places
Terese Bird
Learning Technolog...
DUCKLING: Delivering University Curriculum: Knowledge,
Learning and INnovation Gains
• 3 distance programmes in 2 discipli...
28 Sony PRS-505 e-book readers, pre-loaded with course materials and
podcasts, given to 17 TESOL and 11 OP students
Instru...
Course material conversion
epubbud.com
Calibre.com
Flexibility and mobility
Small, compact size
Readability
Easy on the eyes
Access from a single
device without internet
Por...
One-iPad-per-distance-student:
MSc in Security, Conflict and
International Development,
Department of Criminology
Photo by...
Peacekeeper-student’s coffee break during long-range patrol
Yida
refugee
camp,
South
Sudan by
Acnur Las
Americas,
Flickr
Overall course evaluations 2012-2013:
50%
use the Course App and iPad daily
90%
found iPad to be ‘useful’ or ‘very useful’...
Student comments:
Being in the military I needed a course I could study literally anywhere.
The innovation of Leicester in...
Enhancing learners’ metacognition about L2 reading in
Mobile Assisted Language Learning (MALL)
School of
Education
Postgra...
Enhancing learners’ metacognition about L2 reading in
Mobile Assisted Language Learning (MALL)
School of
Education
Postgra...
PURPOSE
• To examine the reading strategies used by
adult Spanish learners to understand
digital texts when using tablets
...
RESEARCH QUESTIONS
• How L2 metacognitive reading
strategies can be mediated by the
technology?
• What type of metacogniti...
VIDEOCONFERENCING and CODING
Social media
Include learninginn, ILI blog, tbird
twitter, fb page
Social Media
to enable and profile the researcher
Terese Bird, Institute of Learning Innovation
Dr Alan Cann, Department o...
iTunesUReach & SPIDER Projects: Social
Media to conduct & disseminate research
• Website
• Blog – open notebook,
dissemina...
SWIFT – Learning in virtual worlds
Features:
• Harnesses imagination
• Experiential learning
• Creates learning context
• ...
SCENE – Problem-Based Learning (PBL)
Aims:
• Promote the use of PBL
as a teaching method
in the EU
• Train teachers, train...
Research Aims
• To identify HE students’ access to and the use
of digital technologies and web 2.0 tools for
their formal ...
Methods
• Questionnaire surveys of 100 undergraduate and
postgraduate students to identify their ownership of and
use of d...
Key Theoretical Concepts
Digital / media
literacy
Online
affinity
spaces
Participatory
culture
You can download the data from the
2010-2011 questionnaire survey
http://goo.gl/kraQF
Next slides based on 2011 - 2012
data
Ownership of computer and other digital devices (% reporting)
2012 data
35
100
82.5
17.5
92.5
87.5
42.5
10
25
0 20 40 60 8...
Devices used to access internet during term-time (% reporting)
2012 data
85
100
77.5
7.5
10
25
0 20 40 60 80 100 120
UniCo...
FrequencyofusingWeb2.0toolsandactivities–2012data 0 5 10 15 20 25 30 35 40 45
Update SNS
Watch Television
Listen to radio
...
Special issues
• Designing for learning
• Social inclusion and OER
Professional bodies
Social media
Include learninginn, ILI blog, tbird
twitter, fb page
Policy debate
PhD students and visitors
• 11 PhD students
• 2 - 3 visiting scholars per year
• Visiting delegates (including: OU
China, ...
Consultancy
• Offerings across our research expertise areas
• Learning Design workshops particularly
popular
• Clients (in...
Activities
• Cutting edge research and
horizon scanning
• Institutional service and
support
• Advice and consultancy
• Inp...
Learner practice
Use of technologies Diversity/culture
Teacher practice
Design practice
Use of technologies
Research
OER
L...
Future challenges
• Disaggregation of
Education
• Digital literacies
• Digital skills and
jobs gap
• Changing business
mod...
Overview of the Institute of Learning Innovation
Overview of the Institute of Learning Innovation
Upcoming SlideShare
Loading in...5
×

Overview of the Institute of Learning Innovation

289

Published on

This presentation was delivered before a delegate of the Yamaguchi Prefectural University of Japan, on 1st July 2013 at University of Leicester.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
289
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • §
  • VW: 3D space; represented by avatarCreate any context in which to learnSimulation – real, imagined, impossibleDemo: SWIFT Genetics lab (experiential; computer as tutor)Demo: Language-learning in context / with nativesDemo: SWIFT XP3 (Abstract)Demo: Artistic (Castle)SL; OpenSim; HTML5
  • PBL:Constructivist approach to learningLearner focusedLearners develop problem-solving, self regulated learning and team based learning skillsGeared toward “real world” tasks; projects or problems have more than one approachEmphasis on authentic, performance based assessmentContext: EU-funded;10 partner organisations ; 6 languages; adapted for each culture (GR,RO,IT,TU,PG,EN)Theoretical andpracticalelements - participants work alone &in groups  engaging and interactiveEmploysSalmon’s (2002) E-tivity model:Stage 1 - Access and motivationStage 2 - On-line socializationStage 3 - Information exchangeStage 4 - Knowledge constructionStage 5 - DevelopmentVirtual Facilitator: expert system to guide learners in designing PBL sessions by asking questions/offering suggestions.An open access area for participants to share their own PBL scenarios / designPBL repository: An open access area for participants to share their own PBL scenarios / design
  • Transcript of "Overview of the Institute of Learning Innovation"

    1. 1. Overview of the Institute of Learning Innovation Terese Bird, Grainne Conole, Palitha Edirisingha, and Paul Rudman 1st July 2013
    2. 2. Outline • The context – E-learning timeline – Learner experience • Research at ILI • Future challenges
    3. 3. E-Learning timeline Multimediaresources 80s TheInternetandtheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia 04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 Learningobjects 94
    4. 4. The importance of e-learning • Potential to support interaction, communication and collaboration • Developing digital literacy skills • Preparing students for an uncertain future • Improving employability opportunities • Increased importance of technology in society • Connecting students beyond the course
    5. 5. The MATEL study • Productivity and creativity • Networked collaboration • Content creation • Visualisation and simulation • Learning Management Systems • Learning environment • Games • Devices, interfaces and connectivity http://www.menon.org/matel/
    6. 6. 6 • Technology immersed • Learning approaches: task- orientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and Cloud-based tools and services • Use of course materials with free resources Learner experience Sharpe, Beetham and De Freitas, 2010 EDUCAUSE survey
    7. 7. Institute of Learning Innovation • Mission – To research and apply learning innovations to inform policy and shape practice • Vision – To enable creativity, quality and innovation in learning and teaching to enhance the learner experience
    8. 8. Areas of activity • Research • Teaching • Supervision • Consultancy • Visiting scholars • Institutional advice
    9. 9. Areas of research • Openness (OER, MOOCs, digital scholarship) – POERUP, OER in Rwanda • Learning Design – SPEED and METIS • Mobile learning – eBooks and PLACES, iPads for reading strategies, podcasts • Virtual worlds – SWIFT • Social media – use for research • Learner experience/teacher practice – use with teachers • Digital literacies and creativity – PELECON • Technology-Enhanced Pedagogies – Overview and SCENE
    10. 10. POERUP outputs • An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives • 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries • 7 in-depth case studies • 3 EU-wide policy papers
    11. 11. MOOCS Free Distributed global community Social inclusion High dropout rates Learning income not learning outcome Marketing exercise http://olds.ac.uk http://olds.ac.uk
    12. 12. Promise and reality Social and participatory media offer new ways to communicate and collaborate Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack of time and skills
    13. 13. Digital literacy skills http://edudemic.com/2013/04/important-21st-century-skills/ Creativity Multi-tasking Performance Simulation Appropriation Play Distributed cognition Judgment Collective Intelligence Transmedia Navigation Networking Negotiation Jenkins et al., 2006 Lisa Marie Blaschke on fb
    14. 14. The 7Cs of Learning Design Conceptualise Vision CommunicateCapture ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
    15. 15. Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
    16. 16. Embedded E-books and E-Readers in Distance Learning Lessons from projects DUCKLING & Places Terese Bird Learning Technologist and SCORE Research Fellow MobiLearn Asia 2012 Singapore Photo by brewbooks on Flickr
    17. 17. DUCKLING: Delivering University Curriculum: Knowledge, Learning and INnovation Gains • 3 distance programmes in 2 disciplines: – One MA in Applied Linguistics and TESOL, Education – Two MSc in Occupational Psychology, Psychology • 4 technologies: Podcasting Wimba Voice Board Sony E-book readers Second Life http://www.le.ac.uk/duckling
    18. 18. 28 Sony PRS-505 e-book readers, pre-loaded with course materials and podcasts, given to 17 TESOL and 11 OP students Instruments TESOL OP Total Blackboard Survey 17 11 28 Cognitive mapping Interviews 9 3 12 Causal map The pilot and research
    19. 19. Course material conversion epubbud.com Calibre.com
    20. 20. Flexibility and mobility Small, compact size Readability Easy on the eyes Access from a single device without internet Portability Capacity Long battery life Continue reading, Bookmark Photo by Kzeng on Flickr Photo by Yummy Pancake on Flickr
    21. 21. One-iPad-per-distance-student: MSc in Security, Conflict and International Development, Department of Criminology Photo by The USO on Flickrr
    22. 22. Peacekeeper-student’s coffee break during long-range patrol
    23. 23. Yida refugee camp, South Sudan by Acnur Las Americas, Flickr
    24. 24. Overall course evaluations 2012-2013: 50% use the Course App and iPad daily 90% found iPad to be ‘useful’ or ‘very useful’ part of the study pack 61% use the Course App more than Blackboard …even though Blackboard is required
    25. 25. Student comments: Being in the military I needed a course I could study literally anywhere. The innovation of Leicester in taking distance learning forward into the 21st Century made it an obvious choice. The course App is easily accessed, it is pre- structured and organised. I find it a logical progression and a great guide to complete a unit by using the course app. If it was not available I would use the blackboard as opposed to print, again as it easier to access view. I travel quite a lot for work making the use of Ipad ideal Course tutor’s comments: “…Absolutely fantastic. Aside from it being so intuitive, the way students can access materials, it’s just so lightweight; the amount of stuff they get, it doesn’t take up much room. “ “… In the field, they’re not going to take their laptop, they may not have access to computers… but they’ve got their iPad, so they can look at the material.”
    26. 26. Enhancing learners’ metacognition about L2 reading in Mobile Assisted Language Learning (MALL) School of Education Postgraduate Researcher Conference 2013 Saturday 29th June 2013
    27. 27. Enhancing learners’ metacognition about L2 reading in Mobile Assisted Language Learning (MALL) School of Education Postgraduate Researcher Conference 2013 Saturday 29th June 2013 Natalia Auer
    28. 28. PURPOSE • To examine the reading strategies used by adult Spanish learners to understand digital texts when using tablets • To determine which features in the tablets enable awareness of reading strategies
    29. 29. RESEARCH QUESTIONS • How L2 metacognitive reading strategies can be mediated by the technology? • What type of metacognitive L2 reading strategies do Spanish language learners use with tablets? • Which functions in the tablets (iPad) facilitate metacognitive L2 reading strategies?
    30. 30. VIDEOCONFERENCING and CODING
    31. 31. Social media Include learninginn, ILI blog, tbird twitter, fb page
    32. 32. Social Media to enable and profile the researcher Terese Bird, Institute of Learning Innovation Dr Alan Cann, Department of Biology Researchers’ Workshop, 14 June 2013 University of Leicester Photo by jennifermackenziejones, Flickr
    33. 33. iTunesUReach & SPIDER Projects: Social Media to conduct & disseminate research • Website • Blog – open notebook, disseminate, collaborate • Online survey – baseline • Scoop.it – identify, curate, collaborate, disseminate • Data collection via Twitter and ‘Chinese Twitter’ Weibo • YouTube, Vimeo - disseminate • Slideshare - disseminate • Twitter & Facebook to disseminate and discuss
    34. 34. SWIFT – Learning in virtual worlds Features: • Harnesses imagination • Experiential learning • Creates learning context • Computer as personal tutor Example applications: • Practical subjects • Language practice • Abstract concepts • Artistic creation
    35. 35. SCENE – Problem-Based Learning (PBL) Aims: • Promote the use of PBL as a teaching method in the EU • Train teachers, trainers and head teachers on PBL pedagogy Online course video, discussion forums, virtual classrooms PBL repository To share PBL scenarios Virtual Facilitator To assist learners
    36. 36. Research Aims • To identify HE students’ access to and the use of digital technologies and web 2.0 tools for their formal and informal learning in HE. • To identify their level of media literacy, awareness and to develop strategies for addressing gaps in levels of literacy. • To make recommendations for supporting students to further develop their competencies with online information.
    37. 37. Methods • Questionnaire surveys of 100 undergraduate and postgraduate students to identify their ownership of and use of digital devices and web 2.0 tools – First round (2010-11) returned: 53 – Second round (2011-12): returned 41 • Focus groups (4) with students (3 – 4 in each group) to gain a deeper insight into their use of web 2.0 tools in a learning context – First round (2010-11) 3 groups (10 students in total) – Second: 1 group of 3 students • Workshops with students to develop and validate appropriate online activities and learning tools to improve their level of web awareness and literacy.
    38. 38. Key Theoretical Concepts Digital / media literacy Online affinity spaces Participatory culture
    39. 39. You can download the data from the 2010-2011 questionnaire survey http://goo.gl/kraQF Next slides based on 2011 - 2012 data
    40. 40. Ownership of computer and other digital devices (% reporting) 2012 data 35 100 82.5 17.5 92.5 87.5 42.5 10 25 0 20 40 60 80 100 120 Desktop laptop Smartphone Phone Camera MP3Player Tablet eReader GameDevice 2012 data set 1, n = 40
    41. 41. Devices used to access internet during term-time (% reporting) 2012 data 85 100 77.5 7.5 10 25 0 20 40 60 80 100 120 UniComputer OwnComputer MobilePhone iPodTouch OtherDevices Tablet 2012 data set 1, n = 40 [55% in 2011]
    42. 42. FrequencyofusingWeb2.0toolsandactivities–2012data 0 5 10 15 20 25 30 35 40 45 Update SNS Watch Television Listen to radio Write blog Use SBMS Contribute to wikis Play video games Download / share music Use 3-D virtual worlds Chat (e.g., MSN) VOIP Share digital photographs Share videos Record own music Mix music Make graphic art Contribute to bulletin boards Microblogging Subscribe to RSS feeds Programming Selling on ebay Online shopping Online banking Use ‘Apps’ Missing Rarely/never Sometimes Frequently
    43. 43. Special issues • Designing for learning • Social inclusion and OER
    44. 44. Professional bodies
    45. 45. Social media Include learninginn, ILI blog, tbird twitter, fb page
    46. 46. Policy debate
    47. 47. PhD students and visitors • 11 PhD students • 2 - 3 visiting scholars per year • Visiting delegates (including: OU China, Denmark teachers, Finland, South Africa, India, Kurdistan) • 2 – 3 visiting PhD students
    48. 48. Consultancy • Offerings across our research expertise areas • Learning Design workshops particularly popular • Clients (including: Singapore, South Africa, Ireland, China, UK, Malawi/Ghana) • Off the shelf workshop and bespoke offerings
    49. 49. Activities • Cutting edge research and horizon scanning • Institutional service and support • Advice and consultancy • Input to policy debate at UoL and beyond • Dissemination (at events and via social media)
    50. 50. Learner practice Use of technologies Diversity/culture Teacher practice Design practice Use of technologies Research OER Learning design Web 2.0 Virtual worlds Learner experience Horizon scanning Research into practice Policy OER/iTunes Learning spaces Cloud computing Virtual Learning Environment
    51. 51. Future challenges • Disaggregation of Education • Digital literacies • Digital skills and jobs gap • Changing business models • Future of work http://www.flickr.com/photos/mrsdkrebs/6400358699/
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×