Foresight and choices
for 21st Century learning
Erasmus University Rotterdam
Delft University of Technology
Prof Alejandro...
Structure
• Part 1: Context and principles
• Part 2: Design for student engagement, deliver for
participation (Carpe Diem)...
3
One learning outcome
4
By the end of the session, you will be…
…inspired to try out one new thing, and
perhaps further ins...
Principles
5
• Low cost, high value
• Sustainable: design once, deliver many
times
• Forward-looking: alignment, assessmen...
E-Learning timelineMultimediaresources
80s
TheInternetandtheWeb
93
LearningManagementSystems
95
OpenEducationalResources
0...
Missions
Markets
contexts
new
new
present
present
Technology
& Pedagogy
Well-established
learning & teaching
+
University-...
Sample problems…
8
• I want to teach online but don’t know
where to start
• Everyone uses NILE so I want to explore it
• M...
UK context
 Technology needs to enhance student choice and
meet or exceed learners’ expectations
 Institutions need to t...
US context
 31% of all HE students take at least one online
course
 67% of academic leaders rate LOs in online
education...
At Northampton
A strategic commitment to scaling up:
• Online and blended provision
• CPD and accreditation: formal staff ...
The L&T Plan
• Intellectual capital
• Student experience
• Enhancement and innovation in L&T
12
13
TheL&TPlan
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...
Practical
Courses
(‘New
Teacher’)
< Level
7
EdD
modules
Level 8
Associate
Fellow
Senior
Fellow
20 Credits EdD
Peer Review
...
NILE design targets
Level Focus Key features
Foundation Delivery
 Absolute minimum expected
 Course information, handboo...
18
A five-minute task!
With a neighbour, think of a course or instance within a course
(as a participant or tutor), where ...
“I put my content online, therefore my
students do e-learning”
Source: http://www.flickr.com/photos/bowena/
To be clear…
21
• The resource is not the course.
• PDFs and PPTs won’t teach themselves.
‘But they won’t engage!’
23
Delivery
Good
Bad
Bad Good
Design
24
Delivery
Good
Bad
Bad Good
Design
25
Delivery
Good RECOVERY
Bad
Bad Good
Design
26
Delivery
Good RECOVERY
Bad WHAT A WASTE!
Bad Good
Design
Effective course design…
• Is team-based
• Focuses on the different types of interaction
• Is not obsessed with content
• ...
Designing together: Carpe Diem
Source: http://www.flickr.com/photos/susanvg/
Seize the Day
Invest two days of your time
and get your course online
Source: http://www.flickr.com/photos/curtisperry/ ht...
Map of the course
Gather my materials &
borrow materials from
colleagues
Review learning
outcomes & assessment
Download st...
Storyboard
Create a scaffold
Generate a blueprint
Select and adapt OERs
Gather materials &
identify gaps
Design missing bi...
Carpe Diem addresses…
• ‘My use of e-learning is bad.’
• ‘Help me redesign this.’
• ‘The discussion forums are never used....
Carpe Diem deliverables
• Blueprint for the course
• Storyboard
• Running e-tivities (peer-reviewed and reality-
checked)
...
Carpe Diem
34
blueprint
storyboard
prototype
reality?
review
Plan +
action
37
Online presence
38
• Presence on your VLE is not an add-on to
the course. It is the course.
(Garrison, Anderson, & Archer,...
Added value:
personalisation,
course ‘humanised’
MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
TEACHER’SPERFORMANCE
DURING...
Design for
learning
E-moderate
for
participation
E-moderation
www.e-moderating.com
1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. Development
1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. DevelopmentLink, feed back, enhance, apply
...
1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. Development Guide
Facilitate, tie loose end...
Carpe Diem and e-tivities: reading
• Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html
• Armellini, A. & Nie, M. (...
Open Northampton
Aim
To put Northampton on the global OER-OEP map
within 24 months.
47
49
50
51
DesignDelivery
Used as is
(Just-in-time)
Repurposed
(Structured)
OER
Curriculum
OER-enhanced curriculum
Design
Low-cost
enhancementDelivery
Used as is
(Just-in-time)
Repurposed
(Structured)
OER
Curriculum
OER-enhanced curricul...
Design
Low-cost
enhancement
Strategic
enhancementDelivery
Used as is
(Just-in-time)
Repurposed
(Structured)
OER
Curriculum...
Design
Low-cost
enhancement
Strategic
enhancementDelivery
Rapid
enhancement
Used as is
(Just-in-time)
Repurposed
(Structur...
Design
Low-cost
enhancement
Strategic
enhancementDelivery
Rapid
enhancement
Planned
enhancement
Used as is
(Just-in-time)
...
Contributing our own OERs
57
'All truth passes through three stages. First, it is
ridiculed. Second, it is violently oppos...
From the VLE and OERs to MOOCs
58
• Massive Open Online Courses
and free
59
60
61
62
At Northampton: MOOC or SOOC?
63
• Small Open Online Courses
and beautiful
Northampton 2020: the learning and
teaching landscape
Composition and demographics of the student
population
10500
1500
500
2000
1000
500
Face-to-face students
Dual-mode students
Online students
Students taught by flying
faculty
Wo...
2020
6000
6000
6000
500
1000
500
Face-to-face students
Dual-mode students
Online students
Students taught by flying
facult...
Implications for the future of HE
• Less physical space
+ global competition for diverse and
demanding students
+ innovati...
Shift to…
• Appropriate ‘blends’
• Openness
• Flexibility
• Mobility
Knowledge and learning as open, mobile,
connected and...
Your VLE (Moodle, Blackboard, etc)…
69
• An enabler, not a barrier
• Should meet your needs and those of
your course, your...
OERs…
70
• Content is not king
• We can’t afford to ignore OERs:
o As users - OERs to enhance your courses
o As contributo...
MOOCs…
71
• Register on one
• Consider contributing to one
• Put yourself and your university on the
global MOOC map
72
Our chance to shape the future of
learning
Professor Alejandro Armellini
Institute of Learning and Teaching in Higher
E...
Netherlands, Sept 2013. Foresight and choices for 21st Century learning
Netherlands, Sept 2013. Foresight and choices for 21st Century learning
Netherlands, Sept 2013. Foresight and choices for 21st Century learning
Netherlands, Sept 2013. Foresight and choices for 21st Century learning
Netherlands, Sept 2013. Foresight and choices for 21st Century learning
Netherlands, Sept 2013. Foresight and choices for 21st Century learning
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Netherlands, Sept 2013. Foresight and choices for 21st Century learning

  1. 1. Foresight and choices for 21st Century learning Erasmus University Rotterdam Delft University of Technology Prof Alejandro Armellini University of Northampton 20 September 2013
  2. 2. Structure • Part 1: Context and principles • Part 2: Design for student engagement, deliver for participation (Carpe Diem) • Part 3: Learning and teaching in an open world • Part 4: Conclusions and future challenges
  3. 3. 3
  4. 4. One learning outcome 4 By the end of the session, you will be… …inspired to try out one new thing, and perhaps further inspire your learners and your colleagues.
  5. 5. Principles 5 • Low cost, high value • Sustainable: design once, deliver many times • Forward-looking: alignment, assessment for learning, rapid feedback
  6. 6. E-Learning timelineMultimediaresources 80s TheInternetandtheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia 04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 http://halfanhour.blogspot.be/2012/02/e-learning-generations.html Learningobjects 94 09 Learninganalytics
  7. 7. Missions Markets contexts new new present present Technology & Pedagogy Well-established learning & teaching + University-owned & supported technologies Creative applications of existing tools to target new markets Future, potential technologies for emergent learning & learners Established programmes and approaches embracing new technological opportunities Innovation pipeline ResearchDevelopment 7
  8. 8. Sample problems… 8 • 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
  9. 9. UK context  Technology needs to enhance student choice and meet or exceed learners’ expectations  Institutions need to take a strategic approach to realign structures and processes in order to embed online learning  Investment is needed for the development and exploitation of open educational resources to enhance efficiency and quality Source: Collaborate to Compete, OLTF, 2011
  10. 10. US context  31% of all HE students take at least one online course  67% of academic leaders rate LOs in online education as the same or superior to those in f2f education  Online learning is a critical part of the long-term strategies of 65% of HEIs Source: Going the Distance: Online Education in the United States, 2011
  11. 11. At Northampton A strategic commitment to scaling up: • Online and blended provision • CPD and accreditation: formal staff development opportunities for all • Openness (Open Northampton) 11
  12. 12. The L&T Plan • Intellectual capital • Student experience • Enhancement and innovation in L&T 12
  13. 13. 13 TheL&TPlan
  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. Practical Courses (‘New Teacher’) < Level 7 EdD modules Level 8 Associate Fellow Senior Fellow 20 Credits EdD Peer Review Mentoring Scholarship Level 7 Level 8 Practical Interventions: Excellence and innovation in L&T (new and existing staff) < Level 7 Fellow PGCTHE 60 credits Level 7 Qualifications Evidence
  16. 16. NILE design targets Level Focus Key features Foundation Delivery  Absolute minimum expected  Course information, handbook and guides  Learning materials Intermediate Essential in all blended courses Participation In addition to ‘Delivery’:  Online participation designed into the course.  Tasks provide meaningful formative scaffold.  Online participation encouraged and moderated, but not essential to achieve learning outcomes. Advanced Essential in all online courses Collaboration In addition to ‘Delivery’:  Regular learner input designed into course & essential throughout.  Online tasks provide meaningful scaffold to formative and summative assessment.  Collaborative knowledge construction central to a productive learning environment. 17
  17. 17. 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 Think of the reasons in each case. MI-064-0295 by Dave Muckey successful business woman on a laptop by Search Engine People Blog
  18. 18. “I put my content online, therefore my students do e-learning” Source: http://www.flickr.com/photos/bowena/
  19. 19. To be clear… 21 • The resource is not the course. • PDFs and PPTs won’t teach themselves.
  20. 20. ‘But they won’t engage!’
  21. 21. 23 Delivery Good Bad Bad Good Design
  22. 22. 24 Delivery Good Bad Bad Good Design
  23. 23. 25 Delivery Good RECOVERY Bad Bad Good Design
  24. 24. 26 Delivery Good RECOVERY Bad WHAT A WASTE! Bad Good Design
  25. 25. 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 27
  26. 26. Designing together: Carpe Diem Source: http://www.flickr.com/photos/susanvg/
  27. 27. Seize the Day Invest two days of your time and get your course online Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/
  28. 28. Map of the course Gather my materials & borrow materials from colleagues Review learning outcomes & assessment Download stuff Identify gaps ‘Write’ the rest (often a lot) to fill gaps Check consistency, alignment & go
  29. 29. Storyboard Create a scaffold Generate a blueprint Select and adapt OERs Gather materials & identify gaps Design missing bits as per storyboard Reality check, review, adjust & go
  30. 30. Carpe Diem 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? What resources? Are they readily available? For free? Really?’ Focus: designing for flexible, student-centred learning
  31. 31. Carpe Diem deliverables • Blueprint for the course • Storyboard • Running e-tivities (peer-reviewed and reality- checked) • Model for further development • Action plan 33 www.le.ac.uk/carpediem
  32. 32. Carpe Diem 34 blueprint storyboard prototype reality? review Plan + action
  33. 33. 37
  34. 34. Online presence 38 • Presence on your VLE is not an add-on to the course. It is the course. (Garrison, Anderson, & Archer, 2001)
  35. 35. Added value: personalisation, course ‘humanised’ MAIN TYPE OF INTERACTION DESIGNED INTO COURSE TEACHER’SPERFORMANCE DURINGDELIVERY Low impact on course Expected practice Tangible enhancement Bad practice Missed opportunity Learner-Teacher Learner-Learner PoorGood Learner-Content Interactions
  36. 36. Design for learning E-moderate for participation
  37. 37. E-moderation www.e-moderating.com
  38. 38. 1. Access & motivation 2. Culture building 3. Co-operation 4. Collaboration 5. Development
  39. 39. 1. Access & motivation 2. Culture building 3. Co-operation 4. Collaboration 5. DevelopmentLink, feed back, enhance, apply Interact, build knowledge Navigate, save time, personalise Receive and send Access
  40. 40. 1. Access & motivation 2. Culture building 3. Co-operation 4. Collaboration 5. Development Guide Facilitate, tie loose ends Lead Host Welcome, reassure
  41. 41. 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.
  42. 42. Open Northampton Aim To put Northampton on the global OER-OEP map within 24 months. 47
  43. 43. 49
  44. 44. 50
  45. 45. 51
  46. 46. DesignDelivery Used as is (Just-in-time) Repurposed (Structured) OER Curriculum OER-enhanced curriculum
  47. 47. Design Low-cost enhancementDelivery Used as is (Just-in-time) Repurposed (Structured) OER Curriculum OER-enhanced curriculum
  48. 48. Design Low-cost enhancement Strategic enhancementDelivery Used as is (Just-in-time) Repurposed (Structured) OER Curriculum OER-enhanced curriculum
  49. 49. Design Low-cost enhancement Strategic enhancementDelivery Rapid enhancement Used as is (Just-in-time) Repurposed (Structured) OER Curriculum OER-enhanced curriculum
  50. 50. Design Low-cost enhancement Strategic enhancementDelivery Rapid enhancement Planned enhancement Used as is (Just-in-time) Repurposed (Structured) OER Curriculum OER-enhanced curriculum
  51. 51. Contributing our own OERs 57 '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) Image source: Wikipedia
  52. 52. From the VLE and OERs to MOOCs 58 • Massive Open Online Courses and free
  53. 53. 59
  54. 54. 60
  55. 55. 61
  56. 56. 62
  57. 57. At Northampton: MOOC or SOOC? 63 • Small Open Online Courses and beautiful
  58. 58. Northampton 2020: the learning and teaching landscape Composition and demographics of the student population
  59. 59. 10500 1500 500 2000 1000 500 Face-to-face students Dual-mode students Online students Students taught by flying faculty Work & practice-based students Other 2013
  60. 60. 2020 6000 6000 6000 500 1000 500 Face-to-face students Dual-mode students Online students Students taught by flying faculty Work & practice-based students Other
  61. 61. Implications for the future of HE • Less physical space + global competition for diverse and demanding students + innovation = critical need to change the way we go about our business
  62. 62. Shift to… • Appropriate ‘blends’ • Openness • Flexibility • Mobility Knowledge and learning as open, mobile, connected and scalable 68
  63. 63. Your VLE (Moodle, Blackboard, etc)… 69 • 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
  64. 64. OERs… 70 • Content is not king • We can’t afford to ignore OERs: o As users - OERs to enhance your courses o As contributors: don’t agonise over the family silver
  65. 65. MOOCs… 71 • Register on one • Consider contributing to one • Put yourself and your university on the global MOOC map
  66. 66. 72 Our chance to shape the future of learning Professor Alejandro Armellini Institute of Learning and Teaching in Higher Education University of Northampton Ale.Armellini@northampton.ac.uk 20 September 2013

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