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RIDE2013 presentation demo

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Presentation demonstration at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Presentations featured:
Findings from the JISC Curriculum Design Programme
(Professor Stephen Brown, Professor of Learning Technologies, De Montfort University; Visiting Fellow of the Centre for Distance Education)
Student Ambassadors for Digital Literacy
(Dr Jane Secker, Copyright and Digital Literacy Advisor, London School of Economics and Political Science)
The role of online discussion (OD) for new teachers in the context of the Master of Teaching (MTeach)
(Dr Adam Unwin, Senior Lecturer in Business and Economics Education, Institute of Education)
CDE Fellows –research summaries
(Dr Stylianos Hatzipanagos, Senior Lecturer in Technology Enhanced Learning, King’s College London; Fellow of the Centre for Distance Education)
(Ormond Simpson, Higher Education Consultant; Visiting Fellow of the Centre for Distance Education)

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RIDE2013 presentation demo

  1. 1. Findings from the JISC Curriculum Design Programme Prof. Stephen Brown (De Montfort University; CDE Visiting Fellow) Research question: How can Universities achieve large-scale and lasting curriculum design change? Findings • • • Conclusions Pervasiveness: everything is connected, so widespread stakeholder engagement is required to achieve change Feral systems: people develop alternatives to official systems they disagree with, so involving stakeholders actively in designing solutions is necessary Time: engaging stakeholders effectively can disrupt schedules and budgets • • • • • Change isn‟t about new processes, its about culture and people Large scale lasting change happens when stakeholders feel they own it Top-down change doesn‟t work, because it is not engaging Bottom- up change doesn‟t work because it doesn‟t scale Real change is risky because you have to cede control to stakeholders http://www.researchinlearningtechnology.net/index.php/rlt/article/view/22316 Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  2. 2. STYLIANOS HATZIPANAGOS Centre for Technology Enhanced Learning King’s College London CDE Fellow Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  3. 3. Stylianos‟ research directions • Redefining institutional barriers to embed technologies to support student learning: the case of Open Educational Resources (OERs). • Making assessment central to student learning: student centredness, the primary beneficiary of assessment should be the student. • Digital literacies as a language of participation in education: how to develop and embed. • Emergent technologies can support learners better than previous generations of learning technologies, where institutional barriers undermined any initiatives for embedding formal and informal learning: social media as an exemplar of this. Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  4. 4. Research activities • TRA award to explore OERs in academic practice • CDE fellowship activity to investigate open access and OER adoption in UoLIP • Support Centre for Open Resources in Education (SCORE) Fellowship • JISC OMTETRA project • HEA assessment and feedback seminars Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  5. 5. OERs in academic practice • Librarians seem to take the lead in the OER campaign. • Practitioners not familiar with OER: strong academic development aspect of any engagement activity • Searchability/discoverability still an overall issue. • Disciplinarity: a complex landscape. http://www.flickr.com/photos/everton137/7027227731/sizes/m/in/photostream/ Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  6. 6. OER & assessment Assessment in the context of OER is the process of evaluating knowledge, skills and competencies gained through learning with OER. Research in OER has highlighted the relatively common absence of both formal and informal assessment practices, either formative or summative. Increase in non-formal and informal learning can enhance the demand for assessment and recognition of competences gained outside formal learning settings (Yuan et al 2008). Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  7. 7. Some findings… • OER e-assessment not substantially different from proprietary settings, but they can „sabotage‟ didactic nature of transmissive OERs. • Self assessment a prominent feature in e-assessment OERs; but how do we know the „loop is closed‟? • Stand alone activities constrain dialogue and feedback. • Some innovation charted/described in pdf/word documents but it is not traditionally e-assessment. Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  8. 8. Digital literacies Building ICT competences to improve the quality of life of older people. Two European projects: Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  9. 9. Hatzipanagos & Warburton 2009 Warburton & Hatzipanagos 2013 Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  10. 10. If you have any comments or feedback or would like to find more: Email Stylianos at: s.hatzipanagos@kcl.ac.uk Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  11. 11. Student Ambassadors for Digital Literacy Project manager: Dr Jane Secker Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  12. 12. The SADL project • Inspired, in part, by digital literacy projects at Exeter University and UCL • Guided by the ANCIL framework The ANCIL framework (Coonan and Secker 2011) Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  13. 13. Project Aims To explore how aspects of digital and information literacy can be embedded into the curriculum in two academic departments To develop a set of resources on finding, managing and evaluating information that can be embedded into courses in Moodle or used in face to face teaching To explore the role of Student Ambassadors for Digital Literacy to help ensure the resources are fit for purpose and meet the needs of students To share best practice on embedding digital, academic and information literacies into the curriculum with the teaching and learning community at LSE Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  14. 14. The Ambassadors • 20 student ambassadors to be recruited from two LSE departments • Students will attend 4 workshops in total • Will feedback skills to students and staff and participate in Digital Literacy events Find out more from: http://lsesadl.wordpress.co m Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  15. 15. CDE Visiting Fellows – Research Summaries 2013 Ormond Simpson Visiting Fellow University of London Centre for Distance Education Hi! – I’m Ormond Simpson. Welcome to this brief presentation Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  16. 16. University of London The Open University The Open Polytechnic of New Zealand International Programmes UK Visiting Fellow Senior Lecturer in Institutional Research Visiting Professor I’ve worked mainly for three institutions in my career… Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  17. 17. Holland Germany China India The Gambia Ghana Canada South Korea USA West Indies Colombia South Africa Brazil Australia New Zealand But I’ve also worked in a number of countries, consulting and giving presentations Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  18. 18. 'Supporting Students for Success in Online and Distance Education' (2013) - now out with Routledge http://tinyurl.com/ supporting-students I’ve published several books. The latest is ‘Supporting Students for Success in Online and Distance Education’ (2013) – Routledge Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  19. 19. “以前的和最新的版本都被翻译成中文...” (The previous and latest editions have both been translated into Chinese…) Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  20. 20. I’ve also published a number of chapters in various texts… Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  21. 21. As well as more than 30 refereed articles in journals world-wide Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  22. 22. And a number of distance education staff development courses Centre Ormond Simpson - Visiting Fellow CDE Distance Education and eLearning 2013 for Distance Education Research and Innovation in
  23. 23. My next article will appear in ‘Open Learning’ in November this year and is called: ‘Student retention in distance education are we failing our students?’ Ormond Simpson Visiting Centre for Distance Education Research-and Innovation in Distance Education and eLearning 2013 Fellow CDE
  24. 24. I also have a website ‘Supporting students at a distance’ www.ormondsimpson.com which features articles, presentations, podcasts and help for tutors and students Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  25. 25. There are two staff development videos on YouTube - one on ‘Face-to-face Tuition in Open and Distance Learning’ - and the other on ‘Counselling Students in Open Learning’ Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  26. 26. RESEARCH My main research interest is student retention in distance education - because graduation rates in distance education are as little as 20% - and often much less Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  27. 27. I focus on two main areas: 1. Learning motivation – the main reason students drop out is because they lose the motivation to continue to learn 2. Cost-benefits of student support – because spending money on support saves students and makes money for institutions Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  28. 28. So I’m working on a couple of research projects for the CDE. The first is: The ‘Motivational Emails’ project - sending regular emails to students to see if it increases their retention. So far the results are promising – work is continuing. The next step may be to include some feedback. Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  29. 29. The second is: ‘Following the Money’ – calculating the cost benefits of student retention activities It works like this: £ Put money into motivational student support Which can be put back into That generates increased student fee income from re-enrolments Which increases student retention 29 Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  30. 30. So far I have several pages of maths like this that I’m not sure I really understand…… 30 Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  31. 31. But I have one tentative result: ‘If a retention activity in the London International Programmes costing £10 per student, produces an increase in retention of more than 0.67% it will break even’. ‘If it does better than that it will produce a profit for the institution’. £££££££££££££££££££ But a lot more work is needed! Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  32. 32. I’d be pleased to hear from anyone interested in pursuing either of these research themes. Thank you for watching! ormond.simpson@gmail.com Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  33. 33. The role of online discussion (OD) for new teachers in the context of the Master of Teaching (MTeach) Dr Adam Unwin, Institute of Education (IoE) • Teacher • Teacher Educator • MTeach Module leader a.unwin@ioe.ac.uk Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  34. 34. Context: • Teachers taking MTeach in their first year of teaching • Multi subject, multi phase (primary, secondary, various subjects) • Mixed mode module (f2f and online) • Series of online discussions (ODs) in tutor groups Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  35. 35. Research questions • How have the ODs facilitated new teacher development within the context of the MTeach? • ----------------------sub questions--------------------------• What is the nature of new teacher development within this setting? • What aspects of the OD do participants see as important in enabling new teacher development? • How does the pedagogic design of the ODs underpin and enable new teacher development? Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  36. 36. Research strategy • Interpretivist: participants views/experiences • Qualitative data: Teacher accounts and interviews • Coding used Nvivo to organise data • Many codes---- developed themes to assist analysis • Thematic analysis via „thick descriptions‟ • Lens of pedagogic design to underpin analysis Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  37. 37. Findings The interlinked themes, what the ODs enabled/developed? • Community: support, trust, sharing, empowering..... • Criticality: self criticism/reflection, challenging practice and theory, problematising practice, the whys?, the complexities, the bigger picture..... • Practitioner focus: discussion of ideas and help with practical issues.... • Writing: drafting postings for ODs fosters an analytical role of their classrooms..... • ---------------------------------------------------------------------------------------------------------------------------------------------------------- • Potential Problems: community formation, limitations of written communication..... • ----------------------------------------------------------------------------------------------------------------------------------------------------------- Setting up of ODs requires: • Careful pedagogic design • Situated professional experiences a central feature • Team of experienced teacher educators. Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013
  38. 38.  The role of online discussion (OD) in the context of the Master of Teaching (MTeach) Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013

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