Chisholm Institute presentation - Neil Morris

1. Welcome Professor Neil Morris Margie Fixter Chisholm Institute – Chief of Academic Excellence and Innovation Date

2. Acknowledgement to Country

3. Blended learning and digital technologies for the VET sector Professor Neil Morris T: @NeilMorrisDT Presentation at Chisholm Institute, Melbourne, June 2022

4. Acknowledgements

5. Get involved  Padlet board – post your comments, observations, questions, links etc.  Scan the QR code with your camera to access the Padlet or navigate to: https://bit.ly/39AFUuh  On the Padlet you will find a link to a copy of my slides, and links to papers and materials referred to in this session.

6. Acknowledging the context https://theconversation.com/where-has-the-joy-of-working-in-australian-universities-gone-184251

7. Knowledge exchange https://www.fenews.co.uk/exclusive/insights-from-australias-technical-and-further-education-tafe-system/ https://www.kangan.edu.au/automotive-centre-of-excellence

8. UN Sustainable Development Goal 4: Quality Education For All

9. Barriers to growth of higher technical education https://www.lifelongeducation.uk/

10. Conflicting perceptions of the value of online education

11. Defining our terms: Post-Covid digital and online education  Modes of study: Face-to-face (in-person) Hybrid Fully online  Other terms: Synchronous Asynchronous  Learning approaches: Blended Learning Multi-mode learning Hyflex Hyflex quick guide: https://library.educause.edu/-/media/files/library/2020/7/eli7173.pdf

12. The tertiary level student and learner continuum  Occasional learner  VE / TAFE learner  UG / PGT student  Doctoral researchers (PhD etc.)  Professional / executive learner  Staff learners  Lifelong learner

13. How do we meet these multiple, conflicting, needs? Flexibility Choice Inclusivity Personalisation Digital enabled adaptive learning Designing learning for outcomes Digital capability Appropriate educational support

14. Example outside of HE: Creating a personalized, adaptive learning environment (Peloton)  Interact live (synchronous) or recorded (asynchronous content)  Build community – friends, followers, challenges  Receive recommendations, nudges etc.  See activity analytics  Gain achievements, awards  Set goals and monitor progress Picture © Peloton

15. Peloton (2): Managing multi-mode participation  Recorded content, but live community  Multi-mode activity (F2F, fully online)  Instructor engages with community, works with them, sets goals, celebrates success  Options to interact, communicate, engage with community  Personalised view (add/remove content)  Live progress monitoring Picture © Peloton

16. What can we learn from these examples in the context of tertiary education?  Critical thinking  Independent study  Collaborative working  Research-based learning  Original thinking  Knowledge creation  Problem-solving  Skills-based learning https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

17. Elements of a blended learning approach Blended Learning is ..“An appropriate mix of face-to-face and online learning activities, using traditional instruction, guided support and independent learning, underpinned by the use of digital technologies and designed using strong pedagogical principles, to support learner engagement, flexibility and success.” (Morris & Laurillard, 2015)

18. A challenge to universities: Provide a digitally-enhanced education Learning spaces Learning content Learning technology Ensure ubiquitous digital literacy Re-imagine assessment Portfolio, curriculum and pedagogies review Learning experience Re-imagine ‘student’ Remove digital inequalities

19. Blended Learning Essentials for VET

21. Learning Flexibility Interaction Collaboration Digital skills Employability Globalisation Access Sharing Inclusiveness Engagement Motivation Enjoyment Literature on the impact of digital technology demonstrates the value it can have to support learning. Research also shows that digital education can enhance learning outcomes. Opportunities provided by digital technology

22. Enriching hybrid learning with digital technology Delivery requires engaging multi-modal content in a clearly narrated learning journey, with multiple opportunities for interaction, questioning and feedback. Creating an online community where students and teachers can be their authentic selves and learn together through directed tasks helps to improve learning.

23. Enriching student engagement through active learning Regular opportunities for interaction, debate and feedback help to guide students through the learning journey and build their confidence and understanding. Use of a consistent tool set builds learner skills and engagement and provides an on-going data set to help support learners.

24. Uses of video in education Image CC by Jenko, FlickR

25. At desk recording capabilities used extensively during remote working Automated captioning for all content Audio and video resources to enhance learning 76% of students use recordings for note- taking after lectures 74% of students use recordings for writing assessments 85% of students use recordings to catch-up after missing lectures Morris et al., 2019 “Recording lectures and then putting them on the VLE should be compulsory for every school within the university.” “Record seminars not just lectures. Would be useful for revision near exams as not possible to write notes for everything said in seminars.” “Flip the classroom - if most lectures are recorded and change little from year-to-year, why can't students watch the lecture beforehand and use the time in class to broaden their understanding with the lecturer.”

26. Lecture capture reimagined: shifting to a student-centred approach https://jamworks.com/  Shift to student-centred approaches for audio and video learning materials  Aim to give students more control over their learning journey, enabling them to curate learning content most relevant to their needs  Tools to personalize, curate and enable annotation, sharing and collaboration are increasing in the market (e.g. Jamworks)  Flexible software-based tools that enable managed recording and publication of all educational content

27. ePortfolios: a rich tool set to support learning Reflection Learning activities/ journeys Collaboration Practice Competency-based learning/assessment Assessment and feedback Professional development Career support

28. Assessment and feedback in the digital age https://www.jisc.ac.uk/reports/the-future-of-assessment

29. Group-based authentic assessment develops skills and competencies https://edu2k.net/blog/assessment-whats-the-point/ https://sway.office.com/EX38m2nSXgaovY8m?ref=Link Working in groups to co- create new content based on learning topics supports self-regulated learning and engagement, and supports development of digital literacy, team-working and leadership skills. Assessments of this kind also reduce the possibility of academic malpractice, reduce marking time and produce usable outputs.

30. Virtual classrooms: supporting multi-mode learning approaches  Virtual classrooms can offer a flexible, inclusive learning experience for students who are classroom-based, campus-based, home-based or international.  Educational institutions should provide a consistent approach to the use of virtual classrooms, and provide professional development to support teachers (and learning mentors) to optimize the learning experience for all participants.  This will require careful learning design and session planning, to ensure all participants can engage equitably in the learning activities, and may necessitate increased educational support (e.g. online mentors) for large multi-mode groups.  Plan activities and approaches for students attending in the class in all modes (i.e. in-room students will do activity A supported by in- room teacher, online students will do activity B supported by online learning mentor). In-class learners Campus-based (but not in- class) learners Fully online learners

31. Learning spaces: Preparing for active, social, engaging interactions • Convert lecture theatres to active learning spaces • Equip spaces with tech facilities for content sharing and interaction • Equip spaces for ‘bring your own device’ • Provide supported ‘demonstrator’ and ‘innovation’ labs with AR/VR • Implement smart campus technology for sustainability, efficiency and data mining

32. Creating an integrated digital education ecosystem • Ensure consistency and human- centred design are principles in your ecosystem • Ensure seamless movement within the ecosystem • Use the data collected to support students’ learning, well- being and outcomes, and to redesign curricula • Be wary of consolidating digital education to a single platform or system

33. Leveraging data to enhance student learning and engagement • Sharing learning engagement information with students builds their confidence and helps them to reflect. • Building trust with students about how their data is being collected and used is essential. • There are powerful opportunities to use learning data to design more inclusive, personalized, authentic curricula. • Use of these data can help direct student support to those most in need and avert difficult situations.

35. A word on principles for use of educational technology…  Free web-based edtech tools are often readily accessible, (free) and functionality rich  Many teachers like to try out new tools with their learners, in the hope it will support and enhance learning  However, educational technologies need to be:  Safe… i.e. storing data securely and in line with local legislation  Accessible i.e. meet the highest accessibility standards  Secure.. i.e. meeting institutional regulations for cybersecurity  Inclusive.. i.e. available on a wide range of devices, online and offline  Supported.. i.e. first line and specialized IT support available 24/7, 365  Integrated.. i.e. accessible via single-sign on from institutional systems  This often means that teachers are encouraged to only use institutionally-approved / supported systems  Whilst this can be frustrating for teachers who just want ‘to get on with it’, there are good reasons for this.

36. Principles for designing effective multi- mode inclusive learning Start with considering the learning outcomes, learners, learning environment, technology availability and digital skills level Ensure access, flexibility and inclusivity for every learner and every learning activity Design learning activities suitable for each mode of study Consider how to integrate learners studying in different modes to enable collaboration, knowledge / experience / cultural sharing Personalise the learning experience as far as possible with the available technology Engage and include learners in co-creating their learning experiences Provide authentic, adaptive, flexible assessment opportunities that offer valuable real-world experience

38. Learning content: Prepare for multi-mode rebundled education • Offer every course in three modes: - On-campus, blended - Hybrid (online with some campus activities) - Fully online • Prepare to enable students to choose (and change) mode of study • Encourage students to bring credits from elsewhere into your programmes • Offer all your online courses to learners globally, for credit and for lifelong learning • Partner for services you need, but keep the things you value the most in-house

39. Shifting perspectives on the value of online learning

40. Facets of ‘unbundling’ Process Products Activities Services An example of unbundled educational provision could be a degree programme offered as individual standalone modules available for credit via an online platform, to be studied at the learners’ pace, in any order, on a pay-per-module model, with academic content, tutoring and support being offered by the awarding university, other universities and a private company. Unbundling is the process of disaggregating educational provision into its component parts likely for delivery by multiple stakeholders, often using digital approaches and which can result in rebundling. Swinnerton et al 2020

41. Potential benefits and risks of unbundling for learners and learning Benefits Access Flexibility Inclusiveness Student-focused Market-led costs Risks Fragmented curriculum Quality / regulation Misalignment with employer requirements Cannabilisation of HE sector Further inequality Micro-credentials Pay-as-you-study Mix-and-match Enhanced campus education Global education offer Impact on role of academic Complexity for learners Further marketisation of sector Digital exclusion Risk to status of ‘degree’

42. Micro-credentials to support upskilling

43. Role of HE/TAFEs in this scenario?  Provide wrap-around / holistic experience (note commercial organisations are stepping into this role)  Provide accessible, flexible, inclusive learning opportunities to attract learners (e.g. all provision in all modes)  Emphasise the holistic value of college/university experience  Collaborate and partner with employers, alternative providers and new entrants to avoid competition  Stay relevant through constant portfolio / content updating

44. School, VET, HE pathways  Learners are increasingly seeking clear and easy to navigate pathways through education, organized and offered in the same way that their online social tools work  The current silos of school, college, HE and employment are unclear to users, and only exist for cultural, historic, competitive reasons  Collaborating and partnership between schools, colleges and universities is critical to maintain an attractive offer to learners, who will be offered compelling opportunities through employer-led education routes  Offering clear, progressive, stackable routes to accredited learning outcomes benefits learners, organisations and society  What are the barriers to this, and how can we overcome them?

45. Examples of emerging HE and VET partnerships https://www.timeshighereducation.com/blog/degree-courses-further-education-colleges-will-drive-uk-leve

46. HE and VET regional partnerships in the lack of national unity https://www.timeshighereducation.com/news/he-and-fe-unite-locally-england-wide-policy-still-disjointed https://www.manchester.ac.uk/discover/news/greater-manchesters-universities-and-colleges-announce-plans-to-work-more-closely-together/

47. 03 Digital exclusion Inequality Technostress Digital literacies Technocentricity Literature demonstrates how digital technology can have unintended consequences and create problems. Problems with digital technology

49. Evolving educational support to meet the changing nature of education Professional development Reward and recognition Leadership roles Re-imagine role of teacher, mentor, learning support Integrated academic and professional support Professional support roles

50. Supporting upskilling in TAFE sector Post-covid professional development for staff, to move from ‘emergency remote teaching’, to pedagogically effective online, hybrid and in-person learning activities Curriculum redesign, with learner mode, skills needs and technology integration at the heart of thinking Move to authentic assessment, using a range of digital approaches to enable learners to demonstrate achievement of learning outcomes Partnerships with universities, schools and employers to ensure TAFE educators are able to develop learning opportunities seamlessly across sectors

52. Conversational framework  Laurillard’s Conversational Framework: “a continuing iterative dialogue between teacher and student, which reveals the participants’ conceptions and the variations between them… There is no escape from the need for dialogue, no room for mere telling, nor for practice without description, nor for experimentation without reflection, nor for student action without feedback”. (Laurillard, 2002) From Laurillard (2002) Rethinking university teaching : a conversational framework for the effective use of learning technologies

53. Active learning improves learning (Wieman, 2018) https://www.youtube.com/watch?v=HioLgQ2KxsQ&feature=youtu.be “There’s no point in lecturing any more, it’s clearly compelling that that’s not effective” Carl Wieman, professor of physics and education at Stanford University “Hundreds of articles show that active learning instruction consistently achieves better student outcomes (learning and completion) than lectures across the many disciplines studied.” (Wieman, THE, 2018, https://www.timeshighereducation.com/ blog/evidence-active-learning-more- effective-lecturing-overwhelming)

54. Active learning improves learning outcomes (Freeman)  Freeman et al.'s. (2014) meta-analysis of over 200 studies exploring student performance in STEM disciplines when experiencing traditional lecturing versus active learning, which found that on average performance increased in active learning contexts and failure was more likely when students were taught using traditional lectures.  The study proposed ‘abandoning traditional lectures in favour of active learning’ (Freeman et al., 2014, p. 8410).

55. Definitions of active learning “Instructional activities involving students in doing things and thinking about what they are doing.” (Bonwell & Eison, 1990) “Active learning engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphases higher- order cognitive functions and often involves group work.” (Freeman et al, 2014)

56. What’s next for digital and online education?  Mobile, flexible, accessible social learning  Unbundled credentialed online education  Immersive educational experiences using XR technologies (virtual reality, augmented reality and mixed reality)  Data informed personalised, adaptive learning environments  Online and physical communities for social and formal learning  Artificial intelligence based tutoring and assessment  Virtual laboratories and simulations  Integrated, intelligent, digital education ecosystems Personalisation Real time online collaborative learning Social learning Game- based learning Employer focused learning Authentic electronic assessment Integrated mobile learning Student centred learning Widespread blended learning Learning analytics Flexibility in pace, place and mode

57. Summary • Views about effective methods to support education and learning will continue to evolve. • As educators and researchers, we should focus on embedding digital technology where pedagogically appropriate to support a student- centred, flexible, inclusive, learning experience. • We all need to focus on curriculum design and ask what we want our learners to be able to do, or know, through learning activities. • We need to continue to challenge, and critically evaluate, the value of new technologies to ensure they are delivering tangible benefits to all learners.

58. References  Active learning  Barnes, D. (1989). Active Learning. Leeds University TVEI Support Project, 1989. p. 19. ISBN 978-1-872364-00-1.  Bonwell, C., Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. Information Analyses - ERIC Clearinghouse Products (071). pp. 3. ISBN 978-1-878380-08-1.  Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111, 8410-8415.  Laurillard, D. (2002). Rethinking university teaching : a conversational framework for the effective use of learning technologies. Taylor & Francis.  Mazur, E (1997). Peer Instruction: A User's Manual Series in Educational Innovation. Prentice Hall, Upper Saddle River, NJ  Mercer, N., Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory- Learning, culture and social interaction, 2012 - Elsevier  Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society, 3 (2).  Wieman C. (2019). Don’t lecture me! Nature. https://www.nature.com/articles/d42473-019-00339-6  Digital education ecosystem  Morris NP, Swinnerton B, Coop T. 2019. Lecture recordings to support learning: a contested space between students and teachers. Computers and Education. 140  Clunie L, Morris N, Joynes VCT, Pickering JD. 2018. How Comprehensive are Research Studies Investigating the Efficacy of Technology-Enhanced Learning Resources in Anatomy Education? A Systematic Review. Anatomical Sciences Education. 11(3), pp. 303-319Goshtasbpour F, Swinnerton B, Morris NP. 2020. Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses. British Journal of Educational Technology. 51(1), pp. 228-244  Morris NP, Lambe J. 2017. Multimedia interactive eBooks in laboratory science education. Higher Education Pedagogies. 2(1), pp. 28-42  Morris NP, Lambe J, Ciccone J, Swinnerton BJ. 2016. Mobile technology: students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning. 32(5), pp. 430-442  Unbundled Higher Education  Morris NP, Ivancheva M, Coop T, Mogliacci R, Swinnerton B. 2020. Negotiating growth of online education in higher education. International Journal of Educational Technology in Higher Education. 17(48)  Ivancheva MP, Swartz R, Morris NP, Walji S, Swinnerton BJ, Coop T, Czerniewicz L. 2020. Conflicting logics of online higher education. British Journal of Sociology of Education. 41(5), pp. 608-625  Unbundling and higher education curriculum: a Cultural-Historical Activity Theory view of process. (2020) Alan Cliff, Sukaina Walji, Rada Jancic Mogliacci, Neil Morris, Mariya Ivancheva. Teaching in Higher Education  The Unbundled University: Researching emerging models in an unequal landscape. (2020) Preliminary findings from fieldwork in South Africa. B Swinnerton, M Ivancheva, T Coop, C Perrotta, NP Morris, R Swartz. Book: Mobility, data and learner agency in networked learning  Between a rock and a hard place: dilemmas regarding the purpose of public universities in South Africa (2019) R Swartz, M Ivancheva, L Czerniewicz, NP Morris. Higher Education 77 (4), 567-583  Unbundling education: Mapping the changing nature of Higher Education in South Africa. (2019) N Morris, B Swinnerton, L Czerniewicz. Impact 2019 (1), 44-46  Negotiating the new normal: How senior decision makers in higher education perceive marketisation in the sector. (2018) L Czerniewicz, RJ Mogliacci, S Waljii, R Swartz, M Ivancheva, ... Research and Development in Higher Education:[Re] Valuing Higher Education 41  Links available at: https://essl.leeds.ac.uk/education/staff/156/professor-neil-morris

59. Thank you  Padlet board for your contributions, thoughts and comments at: https://bit.ly/3O38Vh1 Padlet

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