Vle day armellini


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  • 4 open educational practices
  • Vle day armellini

    1. 1. Foresight and choices for 21st Century learning Professor Alejandro Armellini University of Northampton Ale.Armellini@northampton.ac.uk East Midlands LETB, 22 March 2013
    2. 2. 2 Outline: today’s journey Context and trends in online learning Virtual Learning Environments (VLEs) Designing for effective online learning Going open – really open Throughout:  Implications for practice  Ideas for inspiration and innovation
    3. 3. 3 One learning outcome?By the end of the session, you will be……inspired to try out one new thing, with thepotential to further inspire your learners.
    4. 4. 4Context
    5. 5. 5 UK context Technology needs to enhance student choice and meet or exceed learners’ expectations A strategic approach to embed online learning Development and exploitation of open educational resources to enhance efficiency and quality Source: Collaborate to Compete, OLTF, 2011
    6. 6. 6 US context 31% of all HE students take at least one online course 67% of academic leaders rate learning outcomes 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
    7. 7. Multimedia resources 80s 93 The Internet and the Web 94 Learning objects Learning Management Systems 95 Mobile devices 98 Learning Design 99 Gaming technologies 00 E-Learning timeline 01 Open Educational Resources Social and participatory media 04http://halfanhour.blogspot.be/2012/02/e-learning-generations.html Virtual worlds 05 07 E-books and smart devices 08 Massive Open Online Courses 09http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html
    8. 8. 8 So you have a VLE? What is a VLE (or LMS)? What a VLE is not
    9. 9. A VLE or LMS CommunicationLibrary Content tools Registration Collaboration AssessmentFinance tools tools TimetablingStudent Upload Trackingrecords tools tools Conole, forthcoming, UNESCO briefing paper http://www.iite.unesco.org/policy_briefs/
    10. 10. 10 Our Moodle VLE Is Moodle a solution looking for a problem? What is the problem to which Moodle is the solution? CC Image by rosipaw on Flickr
    11. 11. 11 For example… I want to teach online but don’t know where to start Everyone has a VLE so I want one too Limited skills (pedagogical, technical) + little time = poor learner experience I want a safe repository for course content We need a safe environment to host our discussions My course is not interactive enough
    12. 12. 12 Imagine… You want to learn to write academic articles Someone gives you MS Word Image by St0rmz on Flickr
    13. 13. 13 In course design termsYou want to design effective online courses and…  Widen access  Add flexibility  Save time  Promote engagement  Impact positively on the learner experience
    14. 14. 14 Is a VLE the solution?Someone gives you Moodle.Surely, that’s your problem solved.
    15. 15. 15 Bad newsIt isn’t. Image by the University of Tennessee
    16. 16. 16 I can fix that! That’s ok, I can get training. …but what you often get is training that focuses on the tool itself (e.g. Moodle).
    17. 17. 17Effective training for course design Instead, the training should:  Focus on and address your problem, your needs, your course  Use a team approach to course design  Enable you to capitalise on the VLE’s features, as and when those features address pedagogical problems  Build capability and autonomy
    18. 18. 19Design forlearning E-moderate for participation
    19. 19. 20 “I put my content online,therefore my students do e-learning” Source: http://www.flickr.com/photos/bowena/
    20. 20. 21“But they won’t engage!”
    21. 21. 22 VLE design targetsLevel Focus Key featuresFoundation/ Delivery  Absolute minimum expectedThreshold/  Course information  Learning materialsBronze/ ‘Red’Intermediate/ Participation In addition to ‘Delivery’:Silver/ ‘Yellow’  Online participation designed into the course.  Tasks provide meaningful formative scaffold.Essential in blended  Online participation encouraged and moderated, but not essentialcourses for achievement of learning outcomes.Advanced/ Gold/ Collaboration In addition to ‘Delivery’:’Green’  Regular learner input designed into course & essential throughout.  Participative tasks provide meaningful scaffold to formative andEssential in DL courses summative assessment.  Collaborative knowledge construction central to a productive learning environment.
    22. 22. 23 GoodDelivery Bad Bad Good Design
    23. 23. 24 GoodDelivery Bad Bad Good Design
    24. 24. 25 Good RECOVERYDelivery Bad Bad Good Design
    25. 25. 26 Good RECOVERYDelivery Bad WHAT A WASTE! Bad Good Design
    26. 26. Review learningoutcomes & assessment Draw map of courseGather my materials &borrow materials from colleagues Identify gaps Download stuff ‘Write’ the restCheck consistency & go
    27. 27. Draft a blueprint Build a storyboard Create a scaffold Gather materials & identify gaps Select and adapt OERs Design missing bitsReality check, adjust & go
    28. 28. Interactions in design and delivery GoodTEACHER’S PERFORMANCE DURING DELIVERY Poor Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
    29. 29. Interactions in design and delivery GoodTEACHER’S PERFORMANCE Expected practice DURING DELIVERY Low impact on Missed Poor course opportunity Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
    30. 30. Interactions in design and delivery Added value: GoodTEACHER’S PERFORMANCE Tangible personalisation, co Expected practice enhancement DURING DELIVERY urse ‘humanised’ Low impact on Missed Poor Bad practice course opportunity Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
    31. 31. Interactions in design and delivery Added value: GoodTEACHER’S PERFORMANCE personalisation, Tangible Expected practice course enhancement DURING DELIVERY ‘humanised’ Low impact on Missed Poor Bad practice course opportunity Learner-Content Learner-Teacher Learner-Learner MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
    32. 32. 33 Principles Low cost, high value Sustainable: design once, deliver many times Forward-looking: alignment, assessment for learning, rapid feedback Connected with industry & community
    33. 33. 34 Development Research Future, potential Creative applications technologies for new of existing tools to emergent learning & target new markets learnersMissions InnovationMarketscontexts pipeline Well-established Established learning & teaching + programmes and University-owned & approaches present supported embracing new technologies technological opportunities present new Technology & Pedagogy
    34. 34. 35 Back to our VLE: Moodle Presence on the VLE is not an add-on to the course. It is the course.
    35. 35. 36Open Educational Resources (OERs)  Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions (UNESCO, 2012)
    36. 36. 37 OER repositories (1)JORUMOER CommonsMIT OpenCourseWareOpenLearn (Open University)iTunesU
    37. 37. 38OER repositories (2)
    38. 38. 39
    39. 39. 40
    40. 40. Format Text & Audio Video Slides (eg Other (eg Adobe Content graphics PowerPoint) Presenter)What I alreadyhaveWhat I find andreuse as isWhat Ifind, tweak anduseWhat I find,repurpose anduseWhat I createfor this module
    41. 41. Design Planned Strategic Enhancement EnhancementCurriculum Delivery Just-in-time Reflective Enhancement Enhancement As is Repurposed OER use
    42. 42. 43 From Moodle to MOOCs Massive Open Online Courses and free
    43. 43. 44
    44. 44. 45
    45. 45. 46
    46. 46. 21st Century learning Knowledge and learning as open, mobile, connected and scalable Flexibility as the norm New forms of communication and collaboration Rich multimedia representation Regularly renewed expectations Harnessing the global network
    47. 47. Implications Blurring boundaries New business models Open practices Changing roles Digital literacy skills Disruptive and complex Unpredictable challenges
    48. 48. 49 Summary The few concepts you should not escape without… Image by Quayarts
    49. 49. 50 Shift to… Appropriate ‘blends’ Openness Flexibility Mobility
    50. 50. 51 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 Must be innovative, participative and fun May benefit from a VLE
    51. 51. 52 Moodle… An enabler, not a barrier Can help you design courses 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
    52. 52. 53 OERs… Content is not king Free, high-quality resources will hit you (and your learners) Browse and use OERs to enhance your courses Contribute your own: don’t agonise over the family silver
    53. 53. 54 MOOCs… Register on one Consider contributing to one Put yourself and your organisation on the global MOOC map
    54. 54. 55Our chance to shape the future of learning Professor Alejandro Armellini University of Northampton Ale.Armellini@northampton.ac.uk