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Improving Learning Environments & Increasing Values

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Presentation for Centre of Legal Education Conference 2014:
https://www4.ntu.ac.uk/apps/events/3/home.aspx/event/149178/default/centre_for_legal_education_conference_2014

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Improving Learning Environments & Increasing Values

  1. 1. Improving Learning Environments, Increasing Values. Centre For Legal Education Conference 2014 Jon Harman                                                :  h$p://uk.linkedin.com/in/jonharman1075                          :  @kao:coddchild      
  2. 2. Educational Frontiers http://etcjournal.com/2011/06/07/e-g8/
  3. 3. Narratives Improving   Educa4on   Raising   Standards   Unfit  for   Purpose   Broken   Educa4on   Lions  and   Tigers  and   Bears  –  Oh   My!     Storms/   Avalanches  
  4. 4. Formula for Change DxVxF>R http://en.wikipedia.org/wiki/Formula_for_Change
  5. 5. We’ve had……. with EVERYONE saying……. http://vimeo.com/85465282
  6. 6. Or……
  7. 7. Problems  Need  Solu4ons  
  8. 8. Prominent trends shaping the future of higher education 1.  Openness 2.  Digital learning 3.  Granularized learning 4.  Data & analytics 5.  For-profit/startups (expanding ecosystem) 6.  Personalization/adaptivity 7.  Wearable/contextual computing 8.  Unbundling of organizational roles 9.  Blurring distinctive learning roles (lifelong) 10. Degrees and alternative recognition models How Large Systems Change – Siemens (2013)
  9. 9. What  to  expect:     -­‐  Outsourcing  of  services  (tech,  curriculum,   teaching,  tes4ng)     -­‐  Increased  collabora4on/partnerships  with   sector-­‐providers     -­‐  New  entrants  (oNen  startups)  into  the   integrated  value  ecosystem     -­‐  Successful  universi4es  are  “new   integrators”     How Large Systems Change – Siemens (2013)
  10. 10. How Large Systems Change – Siemens (2013)
  11. 11. An Avalanche is Coming – Barber, Donnelly & Rizvi (2013) DEGREES STUDENTS FACULTY EXPERIENCE ASSESSMENT TEACHING/LEARNING CURRICULUM GOVERNANCE RESEARCH
  12. 12. http://brokeneducation.tumblr.com/
  13. 13. Value? Education Sector Factbook, 2012
  14. 14. Deal Velocity and Value of Equity Invested
  15. 15. Think Tanks and Consultants http://www.lfhe.ac.uk/en/components/publication.cfm/ST%20-%2006 http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/ University_of_the_future_2012.pdf
  16. 16. The Rise of Private Equity http://www.ucu.org.uk/media/pdf/0/l/ucu_psopi_oct12.pdf
  17. 17. The Law School Link
  18. 18. Commodity Value vs Values A university (Latin: "universitas", "a whole") is an institution of higher education and research which grants academic degrees in a variety of subjects and provides both undergraduate education and postgraduate education. The word "university" is derived from the Latin universitas magistrorum et scholarium, which roughly means "community of teachers and scholars.” http://www.montagu.com/companies.aspx?lang=en
  19. 19. Value vs Values http://www.wonkhe.com/2012/03/22/the-budget-and-universities/ http://www.hefce.ac.uk/media/hefce/content/about/staffandstructure/board/ 2012/148/B77redacted.PDF
  20. 20. What is Higher Education for?
  21. 21. Student (Consumer) Satisfaction http://unistats.direct.gov.uk/subjects/satisfaction/10004797FTLAW_055_M100/ReturnTo/Search
  22. 22. Student (Customer) Experience http://www.timeshighereducation.co.uk/news/education-campaigners-reject-idea-ofstudents-as-consumers/2004759.article
  23. 23. Student (Learner)Experience http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012Part-1.pdf
  24. 24. Student Experience - Employability http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012Part-1.pdf
  25. 25. Student Experience Students want academic staff to develop their teaching styles to be more engaging, interactive and use technology and props to make the subject more accessible and interesting. Developing an active learning style is a teaching skill which needs to be taught and developed over time. Students were clear that they valued their experiences of working in small groups during teaching time and through assessments because they understood how these skills could be transferable in an employment context. They did not, however, mention any other transferable skills which they have acquired. Questions on assessment and feedback have once again shown a disconnect between what students are looking for, and what is provided by institutions. Students are still requesting more discussion based feedback with academics and their peers, and want feedback to be more accessible and available online. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-1.pdf
  26. 26. Student Experience http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012Part-1.pdf
  27. 27. Learning  Meet  Big  Data  
  28. 28. Data trails reveal our sentiments, our attitudes, our social connections, our intentions, what we know, how we learn, and what we might do next.     The Data Intensive University – Siemens (2012)
  29. 29. Big Data & Analytics “Analy4cs,  and  the  data  and  research  that  fuel   it,  offers  the  poten4al  to  iden4fy  broken   models  and  promising  prac4ces,  to  explain   them,  and  to  propagate  those  prac4ces.”   Grajek,  2011   Siemens, Long, 2011. EDUCUASE Review
  30. 30. Technique:  Baker  and  Yacef  (2009)  five  primary  areas  of  analysis:     -­‐  Predic4on   -­‐  Clustering   -­‐  Rela4onship  mining   -­‐  Dis4lla4on  of  data  for  human  judgment   -­‐ Discovery  with  models   Applica:on:  Bienkowski,  Feng,  and  Means  (2012)     five  areas  of  applica4on:     -­‐  Modeling  user  knowledge,  behavior,  and  experience   -­‐  Crea4ng  profiles  of  users   -­‐  Modeling  knowledge  domains   -­‐  Trend  analysis   -­‐  Personaliza4on  and  adapta4on     Baker, R. S. J.d., & Yacef, K. (2009). The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining, 1(1). http://www.educationaldatamining.org/JEDM/images/articles/vol1/issue1/JEDMVol1Issue1_BakerYacef.pdf http://www.ed.gov/edblogs/technology/files/2012/03/edm-la-brief.pdf
  31. 31. http://drunks-and-lampposts.com/2012/06/13/graphing-the-history-ofphilosophy/
  32. 32. The Data Intensive University – Siemens (2012)
  33. 33. The Data Intensive University – Siemens (2012)
  34. 34. Data Dashboards
  35. 35. Data  Based  Course  Design  
  36. 36. Lecture  Vs  Sleep  –  Eric  Mazur  
  37. 37. Student Experience http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012Part-1.pdf
  38. 38. Mo:va:on  Dynamics   Flow: The Psychology of Optimal Experience Csikszentmihalyi (1990) http://pushingattheedges.wordpress.com/2014/01/25/moocs-content-curationlearning-what-motivates-me/
  39. 39. Apgar Tests in Class? Virginia Apgar http://www.gardnercampbell.net/blog1/?p=421
  40. 40. “The ways you communicate with students, the way chairs are arranged in the room, the fact of there being a room, inside a building inside an institution inside staff cultures, student cultures, professional cultures, broader social cultures -- all these layers are bound together, laminated, and much of our task as educators is to unpick the quotidian assumptions that bind them and ask - does it really need to be like that? can we do things differently and better?” – Maharg (2014)
  41. 41. I  oNen  found  it  hard  work   understanding  the  textbooks.  I   felt  that  a  lot  of  the  4me  they   were  unclear,  badly  phrased  and   could  have  explained  complicated   topics  be`er.  They  also  frequently   seemed  to  over-­‐complicate  topics   that  actually  weren't  that   complex.   Contract - The sections on remedies and damages was very disjointed and speaking with fellow students they agree that this is the most unclear area of the Contract course. Manuals. The manuals tended to be 'wordy' where it was not necessary. For example sentences such as 'Now we will use what you have just read in an activity' are pointless and just elongate the reading time. I  think  one  would   take  in  more   from  the   textbooks  if  there   was  more  visual   s4mula4on,   perhaps  a  bit  of   colour.   http://youtu.be/4K11o19YNvk http://read-able.com/
  42. 42. Were we good at design and planning before?
  43. 43. http://www.open.ac.uk/blogs/OULDI/
  44. 44. Student Experience http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012Part-1.pdf
  45. 45. Student Ideal Course Design http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012Part-1.pdf
  46. 46. interaction and assessment from the replicable content pole. Digital   Publishers  &   Content   Universities? What’s coming? MOOCs  &   Pladorms   replicable content from the interaction and assessment pole Learning  Analy4cs  &  Adap4ve/Personalisa4on  Tools   Learning  Design  &  Pedagogy  Profiling  Tools  
  47. 47. Learning and Performance Support Systems A new $19 million 5-year initiative at the National Research Council lead by Stephen Downes http://halfanhour.blogspot.no/2013/12/learning-and-performance-support-systems.html
  48. 48. Learning as a Cloud Service – will create a distributed learning layer, which is a mechanism for working with data no matter where it is stored, through desktop, mobile and other devices. Resource Repository Network – will create a resource graph of learning/training resources data from multiple sources and multiple formats including live and dynamic data such as workplace data, plant instrumentation, or market information. Personal Learning Record – will define how we represent, capture, and leverage user activity, including ratings, test results, performance measures, and the like, in a distributed learning and work environment. Automated Competence Development and Recognition – whereas existing recommender systems depend on manually defined metrics and taxonomies, this system will detect new and emerging competences and automatically assess employee performance. Personal Learning Assistant – will develop an integrated learning appliance, a mechanism for looking up or finding references or resources inside other programs or environments. http://halfanhour.blogspot.no/2013/12/learning-and-performance-support-systems.html
  49. 49. LWOWx Project of Worth: MOOCs, DOCCs, and Avatars, Oh My: How Will We Educate Our Lawyers and Law School Students Tomorrow? http://www.lawwithoutwalls.org/lwow-x/
  50. 50. Email Me: kaoticoddchild@gmail.com
  51. 51. That’s  All  Folks!   e: kaoticoddchild@gmail.com Skype: kaoticoddchild

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