Seizing the Learning World Scaling Learning Design for Transformation

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OEB: Shaping the future of learning
Berlin, 30 November to 2 December 2016

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  • The Study:
    11 module coordinators implementing newly designed modules in Semester One 2016.
    Module coordinators (from 6 faculties) completed Carpe Diem workshops in 2015.
    Included 9 undergraduate and 2 postgraduate modules.
    Over 1500 students enrolled in these 11 modules with ~40% student response rate to online surveys.
  • The Study:
    11 module coordinators implementing newly designed modules in Semester One 2016.
    Module coordinators (from 6 faculties) completed Carpe Diem workshops in 2015.
    Included 9 undergraduate and 2 postgraduate modules.
    Over 1500 students enrolled in these 11 modules with ~40% student response rate to online surveys.
  • The Study:
    11 module coordinators implementing newly designed modules in Semester One 2016.
    Module coordinators (from 6 faculties) completed Carpe Diem workshops in 2015.
    Included 9 undergraduate and 2 postgraduate modules.
    Over 1500 students enrolled in these 11 modules with ~40% student response rate to online surveys.
  • Research Approach:
    Carpe Diem collaborative redesigns, then participatory action research through co-study with module coordinators and a research associate.

    Method:
    Interviews with module coordinators pre and post intervention, co-designed surveys for students, discussion of results with coordinators, students focus group, general student group (students not associated with module).
    Identified the intervention from the new design.
    Determined extent that the pedagogical intent, effect on student learning and/or student satisfaction was achieved.
  • Seizing the Learning World Scaling Learning Design for Transformation

    1. 1. Seizing the Learning World Scaling Learning Design for Transformation Professor Gilly Salmon Pro Vice-Chancellor (Education Innovation) 1/12/2016 Seizing the Learning World G Salmon 1
    2. 2. agenda • Gain insight into the purpose and process of the methodology • Appreciate the ‘crowd-sourced’ and action research nature of Carpe Diem as a learning design process • Gain insight into the purpose and process of the methodology • View successful impact on staff and change agendas • View successful results and impact on students of appropriate future- proofed re/design • Gain insight into the process of the methodology • Try out a storyboard for yourselves Seizing the Learning World G Salmon 21/12/2016
    3. 3. DESIGN DELIVERY Pedagogy- the journey1/12/2016 Seizing the Learning World G Salmon 3
    4. 4. Seizing the Learning World G Salmon 41/12/2016 Today!
    5. 5. Seizing the Learning World G Salmon 5 • Collaboration- multi professional • Keeps accountability with the ‘knowledge owner’ • Opens minds and changes mindsets about what’s possible in teaching • Acceptable introduction of change with technology • Fast & effective • Promote ‘scholarship’ of learning & teaching • Promotes ROI from university learning technologies Staff • Changes students’ learning • Promotes ‘satisfaction’ • Enables ‘engagement’ • Supports students’ ‘understanding’ of university study • Promotes & enables innovation • Sustains innovation over time • Future-proofs students’ learning experiences • Promotes action research- students: staff • Promotes future-orientated graduate attributes Students 1/12/2016 IMPACT – CARPE DIEM LEARNING DESIGN
    6. 6. Seizing the Learning World G Salmon 6 Outcomes for staff At University of Western Australia 1/12/2016
    7. 7. 85 % of participants agreed effectively supported teaching and activities 89% of participants recommend to colleagues “Remarkable, immersive constructive help from Learning Technologists and Librarians They showed me how to develop my modules “ “friendly learning environment”, “ “reshaping my module,” “important education tools” “developing e-tivities” “very hands-on” “direct outcomes for module development” 79% already implementing changes to their modules Carpe diem outcomes- staff 1 Seizing the Day: Carpe Diem Learning Design Nov 2014 - May 2016 at the University of Western Australia 1/12/2016 Seizing the Learning World G Salmon 7
    8. 8. Storyboards Formative & summative assessments Opportunity to achieve tangible goals in a supportive and encouraging atmosphere 100% agreed The workshop effectively supported my development of digital learning Peer & cross disciplinary feedback Carpe Diem – staff 2 Seizing the Day: Carpe Diem Learning Design November 2014 -May 2016 at the University of Western Australia 1/12/2016 Seizing the Learning World G Salmon 8 I arrived at the workshop with only a broad overview of the potential to develop online teaching resources and left with my eyes fully opened to the possibilities, and a structured plan on how …to implement these immediate ideas into our upcoming module .
    9. 9. Seizing the Learning World G Salmon 9 Outcomes for students at the University of Western Australia 1/12/2016
    10. 10. The Study – Semester 1 2016: • 11 newly designed modules in 6 faculties. • Module coordinators attended Carpe Diem in 2015. • Over 1500 students. • Triangulated qualitative and quantitive approach • ~40% response rate to online student surveys. Seizing the Learning World G Salmon 10 Does Carpe Diem learning design - make a difference to student learning? 1/12/2016
    11. 11. Research Approach: • Carpe Diem collaborative redesigns, then… • Participatory action research (module coordinators + research associate). • Investigated impact on student satisfaction or learning. Methods: • Interviews • Student surveys and focus groups • Discussion of results with coordinators Carpe Diem Study (Sunspot) Seizing the Learning World G Salmon 111/12/2016
    12. 12. Case Study 1: Marketing Research Module: Undergraduate, 2nd year, n= 320 Aim: Create a strong pedagogical and engagement pathway. Measure of success: Access to resources, participation and engagement, knowledge construction, assessment & feedback. Innovation: Designed a digital ‘visual organiser’. Response from students: Very high levels of student satisfaction with clarity in module expectations presented through visual organisers. Student A: “I find the weekly visual organiser very helpful, it makes things a lot more clear to me in relation to what's happening in the upcoming week. I like the weekly quizzes a lot: they encourage me to learn the content from the week. I prefer this type of assessment over others.” Action planned: Post-survey interview still to occur. Seizing the Learning World G Salmon 121/12/2016
    13. 13. 0 20 40 60 80 100 Access to Resources and Information Participation Engagement Knowledge Construction Assessment Feedback % of student responses Aspects of student learning experience Level of student satisfaction in response to the innovation Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree) Case Study 1: Marketing Research Seizing the Learning World G Salmon 131/12/2016
    14. 14. Aim: Promote collaboration and enhance interaction towards a learning community. Measure of success: Increase students interaction with each other. Innovation: Flipped approach – Facebook plus presentation in class. Response from module coordinator and students: Module coordinator: “So we tried to tweak the entire mechanism. There are actually ways on Facebook where you can make groups, hide posts from anybody who’s not the member of the group. So this is really working, and employing Facebook to help build community was another aspect of this. So now they spend two hours a week sitting in tutorial and talking to their friends. And, it is working. This aspect is really working. There are no absences in the tutorials”. Student C: “The weekly Facebook posts were very helpful for the final assessment as I used the summaries to help with my revising and to help link certain projects together to use as examples for the final essay”. Student D: “Images and text are helpful to understand the unit course well. The comments from the tutor are impressive as well”. Case Study 2: Architecture and Art Module: Undergraduate, 2nd year, n= 108 Seizing the Learning World G Salmon 141/12/2016
    15. 15. 0 20 40 60 80 100 Access to Resources and Information Socialisation Motivation Engagement Information Sharing Knowledge Construction % of student responses Aspects of student learning experience Level of student satisfaction in response to the innovation Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree) Case Study 2: Architecture and Art Seizing the Learning World G Salmon 151/12/2016
    16. 16. Aim: Build continuity between Semester 1 and Semester 2 modules; encourage reflection. Module coordinator: “Within the CD workshop I had three ideas of what I wanted to do – three activities. One was to bring a quiz, ..I wanted to do some form of reflection so the quizzes would be individual, reflection”. Measure of success: Participation, engaging with reading, continuity within module. Innovation: Flipped classes, integrating quizzes in students learning activities, online reflection activities, using photos as forms of reflection. Response from students: Very high levels of student satisfaction evident in survey response. Student C: “The activities presented were interactive and useful for future teaching purposes…All lessons and activities were highly engaging and well scaffolded. All lessons were highly interactive. I found this unit fun from start to finish, and looked forward to every workshop session. Definitely my favourite unit this semester. The assessments, while intense, were extremely useful to my learning. Best unit ever”. Case Study 3: Mathematics and Education Module: Postgraduate, n= 28 Seizing the Learning World G Salmon 161/12/2016
    17. 17. 0 20 40 60 80 100 Access to Resources and Information Motivation Engagement Knowledge Construction Assessment Feedback % of student responses Aspects of student learning experience Level of student satisfaction in response to the innovation Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree) Case Study 3: Mathematics and Education Seizing the Learning World G Salmon 171/12/2016
    18. 18. Aim: Previous SURF (Students’ Unit Reflective Feedback) results indicated dissatisfaction that the module coordinator was keen to address. Context: “……whilst the level of satisfaction expressed by the students in response to the intervention is not high, the module coordinator considered it was an improvement on the response received at the end of the previous semester (in SURF) and felt encouraged”. Measure of success: Improved levels of satisfaction in the student learning experience. Innovation: Use of quizzes for engagement. Response from students: Student G:“Multiple choice questions are good for understanding the content but to test their understanding of the content, it’s important that students get exposed to exams level questions”. Action planned: In the remaining few weeks of the semester, the Module Coordinator intended to address the misconceptions evident in the survey responses. Case Study 4: Engineering Module: Undergraduate, 3rd year, n=136 Seizing the Learning World G Salmon 181/12/2016
    19. 19. 0 20 40 60 80 100 Access to Resources and Information Motivation Engagement Knowledge Construction Assessment Feedback % of student responses Aspects of student learning experience Level of student satisfaction in response to the innovation Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree) Case Study 4: Engineering Seizing the Learning World G Salmon 191/12/2016
    20. 20. Aim: To achieve high levels of engagement, participation and critical thinking skills through an integrated module design. Measure of success: High levels of engagement and participation. Innovation: SPARK (Self and Peer Assessment Resource Kit) provides the framework for the online group activities. Response from students: Positive response from students. Student A: “I've heard horror stories about this unit from friends who've graduated with a communication major in the last few years. I understand there have been changes made to the unit, and given I found it was quite easy to manage and engage with, I assume the changes have been very positive in improving the unit”. Case Study 5: Communications Module: Undergraduate, 3rd year, n=137 Seizing the Learning World G Salmon 201/12/2016
    21. 21. 0 20 40 60 80 100 Motivation Participation Information Sharing Knowledge Construction Assessment % of student responses Aspects of student learning experience Level of student satisfaction in response to the innovation Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree) Case Study 5: Communications Seizing the Learning World G Salmon 211/12/2016
    22. 22. Aim: Investigate different types of pre-laboratory activities and how the activities can prepare students for a practical session. Measure of success: High levels of engagement prior to lab activities. Innovation: Introduction of different types of interactive pre-lab videos and pre-lab online quizzes. Response from students: Student J: “The pre lab activities were very helpful in preparing for the lab and review workshops and it was great to have 2 attempts and be able to see where I went wrong between attempts. Labs have also been more enjoyable/less stressful when I can just focus on completing the experiment and then can take the lab sheet home to complete”. Data/Evidence: In process. Action planned: Publish and present research finding at a national science education conference in September this year. Case Study 6: Biochemistry Module: Undergraduate, 1st year, n=244 Seizing the Learning World G Salmon 221/12/2016
    23. 23. Case Study 6: Biochemistry 0 20 40 60 80 100 Access to Resources and Information Motivation Knowledge Construction Assessment Feedback % of student responses Aspects of student learning experience Level of student satisfaction in response to the innovation Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree) Seizing the Learning World G Salmon 231/12/2016
    24. 24. The carpe diem methodology 1/12/2016 Seizing the Learning World G Salmon 24
    25. 25. Seizing the Learning World G Salmon 25 gillysalmon.com/carpe-diem 1/12/2016
    26. 26. DeliveryCarpe Diem 1/12/2016 Seizing the Learning World G Salmon 26
    27. 27. 1/12/2016 Seizing the Learning World G Salmon 27
    28. 28. 28 Learning Design through Carpe Diem Workshops 16 years of (ongoing) action research into achieving learning design Outcomes based learning, teaching and assessment for our digital age • 8-12 intensive hours • In a team: academic led- co-ordinator, librarian, learning technologist • Rethink and/or (re)design one module • Based on pedagogical challenges • Refresh assessment and feedback • Blend new engaging activities – or entirely digital • Design, create, pilot directly in the VLE • Support & peer feedback throughout 1/12/2016 Seizing the Learning World G Salmon
    29. 29. 29 Vision The impact of the experience of this unit on students in the future Look and feel What it is like for students engaging in this unit Achieving these Do your assessments enable students to show they’ve met the vision? Does the feedback process support them? Stage 1: Write Blueprint Rethink the vision and purpose 1/12/2016 Seizing the Learning World G Salmon
    30. 30. 1/12/2016 Seizing the Learning World G Salmon 30 • Ecological: integration and blend • Scaffolding - for assessment, knowledge and learning • E-tivities- aligning & learning activity & feedback • Designing with the end in mind • Design once, deliver many times Stage 2: Create Storyboard Pedagogical principles
    31. 31. Stage 3 Build Prototype 31 1. E-tivities Designing Prototype of an online activity Stage 3: Build prototype 1/12/2016 Seizing the Learning World G Salmon
    32. 32. 1/12/2016 Seizing the Learning World G Salmon 32 Key features of e-tivities  A small piece of information, stimulus or challenge (the ‘spark’)  Online activity which includes individual participants posting a contribution  An interactive or participative element- such as responding to the postings of others  Summary, feedback or critique from an e-moderator All the instructions to take part are available in one online message. Salmon, G. E-tivities (2013) the key to active online learning 2nd Edition Routledge: London & New York
    33. 33. Stage 4 Reality Check 33 1. Finalise at least two E-tivities 2. Review • Review at least 5 e-tivities by other staff • Use paper template • Provide helpful feedback 3. Build Prototype Designing a stand-alone online activity Stage 4: Reality Check 1/12/2016 Seizing the Learning World G Salmon
    34. 34. Stage 5 Review and Adjust 34 1. Adjust E-tivities Based on feedback 2. Review Rethink and adjust your blueprint and storyboard Stage 5: Review and Adjust Are you in a different and better place than when you started? Will your vision be delivered through feedback, assessment and learning activities? 1/12/2016 Seizing the Learning World G Salmon
    35. 35. Stage 6 Action Plan 35 1. Critical events in life between now and “go live” e.g. go live date, holidays, grant app due 2. Action plan for this unit redesign • What are all actions between now and live • Do a MoSCoW analysis (must, should, could would) • Decide who responsible, who helps, risks, completion date (see sample p.19) • Do on large poster 3. Timeline Stage 6: Action Plan 4. 3 minute presentation and admiration 1/12/2016 Seizing the Learning World G Salmon
    36. 36. Try out a storyboard 1/12/2016 Seizing the Learning World G Salmon 36
    37. 37. DeliveryCarpe Diem 1/12/2016 Seizing the Learning World G Salmon 37
    38. 38. Carpe Diem at UWA 1/12/2016 Seizing the Learning World G Salmon 38
    39. 39. 1/12/2016 Seizing the Learning World G Salmon 39
    40. 40. 1/12/2016 Seizing the Learning World G Salmon 40
    41. 41. 1/12/2016 Seizing the Learning World G Salmon 41
    42. 42. Your mission 5 week blended course called :”Creating the future for learning” Your task 1 In a group, develop a story board that includes • some assessment and feedback • some location based activity • and some digital work 1/12/2016 Seizing the Learning World G Salmon 42
    43. 43. Week 1 Week 2 Week 3 Week 4 Week 5 Assessment & feedback Week 6 Topic 1 Topic 2 Topic 3 Topic 4 Location based E-tivity 1 E-tivity 2 E-tivity 3 Topic 5 location location location STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5 E-tivity 4 Assessment & feedback Assessment 1/12/2016 Seizing the Learning World G Salmon 43 E-tivity 5 Future Fast
    44. 44. Your mission 5 week blended course called :”Creating the future for learning” Your task 2 In a group, Present, in 60 secs 1. One Key innovation 2. One key insight 1/12/2016 Seizing the Learning World G Salmon 44
    45. 45. Follow up 1. More resources 2. Can you build and run your course? 1/12/2016 Seizing the Learning World G Salmon 45
    46. 46. www.gillysalmon.com. 1/12/2016 Seizing the Learning World G Salmon 46
    47. 47. 1/12/2016 Seizing the Learning World G Salmon 47
    48. 48. Carpe Diem: Publications & Papers Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology, 41(6), 922-935. doi: 10.1111/j.1467-8535.2009.01013.x Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4(1), 17-29. http://tinyurl.com/58q2lj Armellini, A., & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning, 28(1), 7-20. doi: 10.1080/02680513.2013.796286 Armellini, A., Salmon, G., & Hawkridge, D. (2009). The Carpe Diem journey: Designing for learning transformation. In T. Mayes, D. Morrison, H. Mellar, P. Bullen, & M. Oliver (Eds.), Transforming higher education through technology-enhanced learning (pp. 135-148). York: The Higher Education Academy. http://bit.ly/1XL7ncN Lokuge Dona, K.L., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. Paper presented at the ascilite conference, Dunedin, New Zealand, 23-26 November 2014. Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology, 16(2), 95-109. doi: 10.1080/09687760802315978 Salmon, G., Gregory, J., Lokuge Dona, K., & Ross, B. (2015). Experiential online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46(3), 542-556. doi: 10.1111/bjet.12256 Salmon, G., & Wright, P. (2014). Transforming teaching through Carpe Diem learning design. Education Sciences, 4, 52-63. doi: 10.3390/educsci4010052 Seizing the Learning World G Salmon 481/12/2016 Salmon, G. (2013). E-tivities: the key to active online learning (2nd ed.). London and New York: Routledge. See especially Chapter 4.
    49. 49. “Never doubt the power of a small group of people to change the world. Nothing else ever has”. Margaret Mead Thanks for taking part “Every society honours its live conformists and its dead troublemakers.“ Mignon McLaughlin No budgets or humans were harmed in the making of this presentation Gillysalmon.com/carpe-diem Seizing the Learning World G Salmon 49 “It always seems impossible until it’s done.” Nelson Mandela “If you don't like change, you're going to like irrelevance even less”. General Eric Shinseki 1/12/2016

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