C@n do nov 2013 priorities

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Presentation for the HE Survival+ course at Northampton, which is part of the C@N-DO CPD scheme

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C@n do nov 2013 priorities

  1. 1. Direction and priorities in Learning and Teaching at Northampton Prof Alejandro Armellini, University of Northampton 6 November 2013
  2. 2. By the end of the session, you will be… …inspired to consider how your teaching could reflect and inform the change agenda at Northampton. 2
  3. 3. Priorities in L&T ¤ Online and blended provision of high quality ¤ CPD and accreditation for positive change: C@N-DO ¤ Openness (Open Northampton) 3
  4. 4. Principles ¤ Low cost, high value ¤ Sustainable: design once, deliver many times ¤ Forward-looking: alignment, assessment for learning, rapid feedback 4  
  5. 5. Priority: Online & blended provision of high quality
  6. 6. Northampton 2020: the learning and teaching landscape Composition and demographics of the student population
  7. 7. 2013 500 1000 Face-to-face students Dual-mode students 2000 Online students 500 Students taught by flying faculty 1500 10500 Work & practicebased students Other
  8. 8. 2020 1000 Face-to-face students 500 500 6000 Dual-mode students Online students 6000 Students taught by flying faculty Work & practicebased students 6000 Other
  9. 9. Implications for the future of Northampton Less physical space + global competition for diverse and demanding students + innovation = critical need to change the way we go about our business  
  10. 10. Development new Research Future, potential technologies for emergent learning & learners Creative applications of existing tools to target new markets Innovation pipeline Missions Markets contexts present Well-established learning & teaching + University-owned & supported technologies Established programmes and approaches embracing new technological opportunities present new Technology & Pedagogy 10
  11. 11. Learning objects Learning Management Systems Mobile devices Learning Design Gaming technologies Open Educational Resources 80s 93 94 95 98 99 00 01 http://halfanhour.blogspot.be/2012/02/e-learning-generations.html 04 05 07 08 Massive Open Online Courses Learning analytics E-books and smart devices Virtual worlds Social and participatory media The Internet and the Web Multimedia resources E-Learning timeline 09
  12. 12. Priority: CPD and accreditation for positive change - C@N-DO
  13. 13. Sample problems… ¤ I want to teach online but don’t know where to start ¤ Everyone uses NILE so I want to explore it ¤ My limited skills (pedagogical, technical) + little time = poor learner experience ¤ I want a safe repository for my course content ¤ We need a safe environment to host our discussions ¤ My course is not interactive enough 13
  14. 14. Needs How can I develop a course that meets students’ needs?   I want to be a better teacher I need to develop my skills for online and distance learning – Help!   I need to improve student retention. How can I help my students?   Why waste time on writing feedback? Students don’t read it!   My teaching is in a rut – What new ideas could make it more exciting?   I need to get professional recognition as a HE Teacher – what do I do?   I would like to gain academic credit for this training – is this possible?  
  15. 15. C@N-DO
  16. 16. Senior Fellow Fellow Peer Review Mentoring Scholarship Associate Fellow Practical Courses (‘New Teacher’) EdD modules Practical Interventions: Excellence and innovation in L&T (new and existing staff) Evidence Level 8 < Level 7 < Level 7 Level 7 Qualifications 20 Credits Level 7 PGCTHE 60 credits Level 8 EdD
  17. 17. NILE design targets Level   Founda)on   Intermediate     Essen)al  in  all  blended   courses   Advanced       Essen)al  in  all  online   courses   Focus   Delivery   Key  features   §  §  §  Absolute  minimum  expected   Course  informa)on,  handbook  and  guides   Learning  materials   Par4cipa4on   In  addi)on  to  ‘Delivery’:   §  Online  par)cipa)on  designed  into  the  course.     §  Tasks  provide  meaningful  forma)ve  scaffold.   §  Online  par)cipa)on  encouraged  and  moderated,  but  not  essen)al  to   achieve  learning  outcomes.   Collabora4on   In  addi)on  to  ‘Delivery’:   §  Regular  learner  input  designed  into  course  &  essen/al  throughout.   §  Online  tasks  provide  meaningful  scaffold  to  forma)ve  and   summa)ve  assessment.     §  Collabora)ve  knowledge  construc)on  central  to  a  produc)ve   learning  environment.   17
  18. 18. A five-minute task! With a neighbour, think of a course or instance within a course (as a participant or tutor), where online learning… a.  really worked b.  was a disaster successful  business  woman  on  a  laptop  by  Search   Engine  People  Blog   MI-­‐064-­‐0295  by  Dave  Muckey   18
  19. 19. “I put my content online, therefore my students do e-learning” Source:  hUp://www.flickr.com/photos/bowena/  
  20. 20. To be clear… ¤  The resource is not the course. ¤  PDFs and PPTs won’t teach themselves. 21
  21. 21. “But they won’t engage!”
  22. 22. Effective course design… ¤ Is team-based ¤ Focuses on the different types of interaction ¤ Is not obsessed with content ¤ Offers low cost but high value ¤ Requires digital literacy skills ¤ Is innovative, participative and fun 23
  23. 23. Designing together: CAIeRO Creating Aligned Interactive educational Resource Opportunities Source:  hUp://www.flickr.com/photos/susanvg/  
  24. 24. Seize the Day: CAIeRO Invest two days of your time and get your course online Source:  hUp://www.flickr.com/photos/cur)sperry/   hUp://www.flickr.com/photos/linksmanjd/  
  25. 25. Another 5-minute task: ¤ You are tasked with designing a brand new module, from scratch ¤ With a neighbour, outline what you do, in the form of a sequence of bullet points indicating specific actions
  26. 26. Review learning outcomes & assessment Map of the course Gather my materials & borrow materials from colleagues Identify gaps Download stuff ‘Write’ the rest (often a lot) to fill gaps Check consistency, alignment & go
  27. 27. Generate  a  blueprint   Storyboard   Create  a  scaffold   Gather  materials  &   iden)fy  gaps   Select  and  adapt  OERs   Design  missing  bits  as  per   storyboard   Reality  check,  review,   adjust  &  go  
  28. 28. CAIeRO addresses… ¤  ‘My use of e-learning is bad.’ ¤  ‘Help me redesign this.’ ¤  ‘The discussion forums are never used.’ ¤  ‘What is a wiki?’ ¤  ‘Can I run synchronous sessions? How?’ ¤  ‘What is Web 2.0 and how can my learners benefit from it?’ ¤  ‘Existing resources? Free resources? Are they readily available? Focus: designing for flexible, student-centred learning
  29. 29. CAIeRO deliverables ¤  Blueprint for the course ¤  Storyboard ¤  Running e-tivities (peer-reviewed and reality-checked) ¤  Model for further development ¤  Action plan www.le.ac.uk/carpediem 30
  30. 30. CAIeRO Action plan reality? review prototype storyboard blueprint 31
  31. 31. 33
  32. 32. Online presence ¤ Presence on your VLE is not an add-on to the course. It is the course. (Garrison, Anderson, & Archer, 2001) 34
  33. 33. Design  for   learning   E-­‐moderate   for   par)cipa)on  
  34. 34. E-moderation www.e-­‐modera)ng.com  
  35. 35. 5.  Development   4.  Collabora)on   3.  Co-­‐opera)on   2.  Culture  building   1.  Access  &  mo)va)on  
  36. 36. Link,  feed  back,  enhance,  apply   5.  Development   Interact,  build  knowledge   4.  Collabora)on   Navigate,  save  )me,  personalise   3.  Co-­‐opera)on    Receive  and  send   Access   2.  Culture  building   1.  Access  &  mo)va)on  
  37. 37. 5.  Development   Guide   4.  Collabora)on   Facilitate,  )e  loose  ends   3.  Co-­‐opera)on   Lead   2.  Culture  building   Host   1.  Access  &  mo)va)on   Welcome,  reassure  
  38. 38. Carpe Diem and e-tivities: reading ¤  Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html ¤  Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20. ¤  Rogerson-Revell, P., Nie, M. & Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning Applied Linguistics and TESOL programme. Open Learning, 27(2), 103-119.  ¤  Nie, M., Armellini, A., Witthaus, G. & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based learners?  ALT-J, Research in Learning Technology, 19(1), 19-38. ¤  Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010). The role of podcasting in effective curriculum renewal. ALT-J, Research in Learning Technology 18(2), 105-118. ¤  Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology 41(6), 922-935. ¤  Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4(1), 17-29. Available from http://tinyurl.com/58q2lj ¤  Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology, 16(2), 95-109. ¤  Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge. ¤  Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge.
  39. 39. Priority: Openness – Open Northampton
  40. 40. Open Northampton Aim To put Northampton on the global OER-OEP map within 24 months. 43
  41. 41. 45
  42. 42. 46
  43. 43. 47
  44. 44. Yet another task! ¤ What would you do to ensure that Northampton is a visible player in the ‘open world’? ¤ Who are the beneficiaries?
  45. 45. Design     Delivery   Curriculum OER-­‐enhanced  curriculum   Used  as  is   (Just-­‐in-­‐4me)   Repurposed   (Structured)   OER  
  46. 46. Design     Low-­‐cost   enhancement   Delivery   Curriculum OER-­‐enhanced  curriculum   Used  as  is   (Just-­‐in-­‐4me)   Repurposed   (Structured)   OER  
  47. 47. Design     Low-­‐cost   Strategic   enhancement   enhancement Used  as  is   (Just-­‐in-­‐4me)   Repurposed   (Structured)   Delivery   Curriculum OER-­‐enhanced  curriculum   OER  
  48. 48. Design     Delivery   Curriculum OER-­‐enhanced  curriculum   Low-­‐cost   Strategic   enhancement   enhancement Rapid     enhancement Used  as  is   (Just-­‐in-­‐4me)   Repurposed   (Structured)   OER  
  49. 49. Design     Delivery   Curriculum OER-­‐enhanced  curriculum   Low-­‐cost   Strategic   enhancement   enhancement Rapid     Planned   enhancement enhancement Used  as  is   (Just-­‐in-­‐4me)   Repurposed   (Structured)   OER  
  50. 50. Contributing our own OERs 'All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident.' Arthur Schopenhauer (1788–1860) 54
  51. 51. The final mini-task People are often reluctant to share their material. What are the common reasons for this reluctance and what evidence can we provide to reassure them?
  52. 52. From the VLE and OERs to MOOCs Massive Open Online Courses and free 56
  53. 53. 57
  54. 54. 58
  55. 55. 59
  56. 56. 60
  57. 57. At Northampton: MOOC or SOOC? Small Open Online Courses and beautiful 61
  58. 58. The L&T Plan ¤ Intellectual capital ¤ Student experience ¤ Enhancement and innovation in L&T 62
  59. 59. The L&T Plan 63
  60. 60. Shift to… ¤ Appropriate ‘blends’ ¤ Openness ¤ Flexibility ¤ Mobility Knowledge and learning as open, mobile, connected and scalable 64
  61. 61. NILE ¤ An enabler, not a barrier ¤ Should meet your needs and those of your course, your learners, your team ¤ Not a content dump ¤ Not an add-on to your course: it is your course 65
  62. 62. OERs… ¤ Content is not king ¤ We can’t afford to ignore OERs: ¤ As users - OERs to enhance your courses ¤ As contributors: don’t agonise over the family silver 66
  63. 63. MOOCs & SOOCs… ¤ Register on one ¤ Consider contributing to one ¤ Put yourself and your university on the global MOOC map 67
  64. 64. Directions and priorities A summary
  65. 65. Prof A Armellini, 9 Sept 2013
  66. 66. Professor Alejandro Armellini Institute of Learning and Teaching in Higher Education University of Northampton Ale.Armellini@northampton.ac.uk 6 November 2013 70

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