Shifting The Teaching Paradigm


Published on

A presentation to a university on moving away from class room only lecturing to blended learning solutions.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Shifting the teaching paradigm – helping traditional lecturers shift to a model which includes the use of a range of learning technologies suited to the context of the University of Luton. Problems Options Strategies
  • Shifting The Teaching Paradigm

    1. 1. Shifting the teaching paradigm Problems, options and strategies
    2. 2. Overview <ul><li>Current paradigm and implications </li></ul><ul><li>Problems with shifting paradigm </li></ul><ul><li>Options open to you </li></ul><ul><li>Strategies and next steps </li></ul>
    3. 3. What is your paradigm? <ul><li>Face-to-face </li></ul><ul><li>Live </li></ul><ul><li>In traditional settings </li></ul><ul><li>Delivered at set time </li></ul><ul><li>Linear </li></ul>
    4. 4. Physical Time | Virtual Time <ul><li>Preparation including materials </li></ul><ul><li>Physical aspects </li></ul><ul><li>Physical Delivery </li></ul><ul><li>Responding to live questions </li></ul><ul><li>Responding to post-lecture questions </li></ul><ul><li>Travel/attendance </li></ul><ul><li>Parking! </li></ul><ul><li>Responding to post-lecture queries from non-attendees </li></ul><ul><li>Time constraints </li></ul><ul><li>Some preparation including materials or reusable content </li></ul><ul><li>Work from anywhere </li></ul><ul><li>Online Delivery </li></ul><ul><li>Can Respond comfortably to live/reflective or post-lecture questions </li></ul><ul><li>NO Travel/attendance </li></ul><ul><li>NO Parking required! </li></ul><ul><li>NO time constraints </li></ul>
    5. 5. <ul><li>Lecturer to come in </li></ul><ul><li>Room, heating, lighting, cleaning etc </li></ul><ul><li>Travel </li></ul><ul><li>Parking! </li></ul><ul><li>Hard-copy handouts/notes </li></ul><ul><li>Limited to students who can attend your university or possibly distance-led modules </li></ul>Physical Costs | Virtual Costs <ul><li>Lecturer logs in and out </li></ul><ul><li>NO Room, heating, lights etc </li></ul><ul><li>NO Travel </li></ul><ul><li>NO Parking </li></ul><ul><li>NO Hard-copy handouts/notes just downloads </li></ul><ul><li>UNLimited students/access </li></ul>
    6. 6. Physical Standards | Virtual Standards <ul><li>Rigour </li></ul><ul><li>Standards </li></ul><ul><li>Dissemination </li></ul><ul><li>Student Liaison </li></ul><ul><li>Assessment </li></ul><ul><li>Benchmarks </li></ul><ul><li>Teaching and learning </li></ul><ul><li>Rigour </li></ul><ul><li>Standards </li></ul><ul><li>Dissemination </li></ul><ul><li>Student Liaison </li></ul><ul><li>Assessment </li></ul><ul><li>Benchmarks </li></ul><ul><li>Teaching and learning </li></ul>
    7. 7. Benefits of E-Learning include: <ul><li>Transcends diversity issues/prejudice e.g. Haringey council notes accents impeded interview short-listing. </li></ul><ul><li>Supports ecology e.g. travel/parking /office space/heating </li></ul>
    8. 8. E-Learning Assessment <ul><li>Formative /Summative </li></ul><ul><li>By tutor </li></ul><ul><li>Remains human </li></ul><ul><li>Standards </li></ul><ul><li>Rigour </li></ul><ul><li>Student has come-back options </li></ul><ul><li>Sometimes machine is appropriate e.g. MCQ </li></ul>
    9. 9. Shifting the teaching paradigm Problems
    10. 10. Acceptance <ul><li>By all university staff </li></ul><ul><li>Lecturers </li></ul><ul><li>Non-’Techies’ </li></ul><ul><li>E.g. Company transferrence to virtual working </li></ul><ul><li>E.g. peers state this in universities </li></ul>
    11. 11. What to consider <ul><li>To consider the possibility of change </li></ul><ul><li>Carry out needs analysis </li></ul><ul><li>Address the motivational drivers of students and lecturers </li></ul><ul><li>Consider the technical competencies of staff </li></ul><ul><li>Consider the cost implications </li></ul>?
    12. 12. Comfort Zone <ul><li>Why change? </li></ul><ul><li>It works </li></ul><ul><li>It’s something we know </li></ul><ul><li>Unknown </li></ul><ul><li>It’s easier to stay as we are </li></ul><ul><li>“ If the going is really easy, beware, you may be heading down hill.” </li></ul>
    13. 13. How are you perceived when you stay where you are? <ul><li>You can forget about recognition, organisation will be viewed as mediocre in terms of offering more choice and keeping up to technological standards by: </li></ul><ul><li>Your contemporaries </li></ul><ul><li>By current and potential students </li></ul><ul><li>By alumni </li></ul><ul><li>Wider community, government, business, NGOs </li></ul><ul><li>To be a leading edge organisation, change and risk must come into the agenda This leads to something that others respect and admire </li></ul>?
    14. 14. The Dodo is Extinct Some make it happen, some watch it happen, and some say,         &quot;What happened?&quot;
    15. 15. Past to present <ul><li>Learn from the past         </li></ul>
    16. 16. Leonardo Loop <ul><li>Describes contemporary society’s return to parallel thought processes, non-linear access to information, and a growing tendency to visualise communication. </li></ul><ul><li>E-Learning supports this by using non-linear learning materials </li></ul>
    17. 17. Shifting the teaching paradigm Options
    18. 18. Some learners prefer e-learning <ul><li>Online courses are convenient </li></ul><ul><li>Online courses are flexible </li></ul><ul><li>They permit you to work at your own speed </li></ul><ul><li>They offer practice in computer skills </li></ul><ul><li>They are varied and interesting </li></ul><ul><li>They have practical/vocational relevance </li></ul><ul><li>They are cost effective </li></ul>
    19. 19. Some learners prefer face-to-face <ul><li>They need personal contact with others </li></ul><ul><li>They need a teacher to demonstrate/explain </li></ul><ul><li>They want immediate feedback </li></ul><ul><li>They need supervision </li></ul><ul><li>They feel they need ´real learning` </li></ul><ul><li>They don`t want to spend even more time at the computer </li></ul>
    20. 20. Blended Learning <ul><li>Some learners prefer a combination of face-to-face learning with online components </li></ul>
    21. 21. It’s easier than you think <ul><li>“ The toughest part of getting </li></ul><ul><li>to the top of the ladder, </li></ul><ul><li>is getting through the crowd </li></ul><ul><li>at the bottom” </li></ul>
    22. 22. You have global diversity <ul><li>45% mature students </li></ul><ul><li>30% ethnic minority students </li></ul><ul><li>Twice national average of academic staff from ethnic minority </li></ul><ul><li>One third of your students are outside the UK </li></ul><ul><li>Students from 120 countries </li></ul><ul><li>Links to global universities/employers </li></ul>
    23. 23. Worldwide locations/time-zones
    24. 24. University – Business is Good! <ul><li>You have around 13,800 students and 850 staff. </li></ul><ul><li>11,500 students are studying at undergraduate level, </li></ul><ul><li>2,300 studying at postgraduate level and for professional development. </li></ul><ul><li>You have been awarded £4m in Government funding for developing business partnerships and won £20m worth of contracts. </li></ul><ul><li>You have won the largest solo bid in the country to launch a Knowledge Exchange, to enhance our links with businesses and the community. The £1.8m grant from the Government comes from (Higher Education Innovation Fund). </li></ul><ul><li>This is all very good for your business of education, but like all businesses expansion and growth are vital to staying ahead of the game. </li></ul>
    25. 25. Physical space
    26. 26. Work-life-balance
    27. 27. Brings new business
    28. 28. Shifting the teaching paradigm Strategies
    29. 29. E-Learning strategy development <ul><li>Develop a learning strategy across campus, for example: </li></ul><ul><li>Use of the VLE to support distance learning provision and to improve retention in campus-based delivery </li></ul><ul><li>Culture shift, re-skilling staff and mainstreaming e-learning </li></ul><ul><li>VLE management and integration </li></ul>
    30. 30. Needs analysis <ul><li>Find out what students need </li></ul><ul><li>What lecturers need </li></ul><ul><li>Possibilities that e-learning could present </li></ul><ul><li>What does the university need? </li></ul><ul><li>Match the technology to the needs instead of buying technology and trying to make it fit </li></ul>
    31. 31. E-Learning Delivery <ul><li>Classroom discussions via E-Tutor led areas of question/discussion – brings emergent knowledge from the group </li></ul><ul><li>Podcast lectures for desktop and MP3 Playback </li></ul><ul><li>Online lecture e.g. Impatica for PowerPoint </li></ul><ul><li>Video </li></ul><ul><li>Reading Material, and E-tivities in MS Office format or PDF </li></ul><ul><li>SENDA 2001 & DDA 1995 </li></ul><ul><li>Optimised for dial-up and broadband access </li></ul>
    32. 32. E-Learning Delivery <ul><li>VLE / LMS / LCMS </li></ul><ul><li>Trackability and content authoring standards e.g. AICC / interoperability and sharing e.g. SCORM </li></ul><ul><li>E-Tutor Led </li></ul><ul><li>Reflective </li></ul><ul><li>Asynchronous </li></ul><ul><li>Synchronous </li></ul><ul><li>Unlimited access </li></ul>
    33. 33. Reusable learning objects <ul><li>Data repository with reusable chunks of learning data e.g. </li></ul><ul><li>images </li></ul><ul><li>presentations </li></ul><ul><li>videos </li></ul><ul><li>podcasts </li></ul><ul><li>Reading material </li></ul><ul><li>E-tivities </li></ul>
    34. 34. A Learning Combination is Inclusive! <ul><li>Face-to-face </li></ul><ul><li>E-Learning </li></ul><ul><li>Blended Learning </li></ul><ul><li>Reusable Learning Objects </li></ul>
    35. 35. Next steps <ul><li>Needs analysis </li></ul><ul><li>Develop an E-learning strategy </li></ul><ul><li>Bring on-board all staff and lecturers </li></ul><ul><li>Produce a physical environment conducive to e-learning </li></ul><ul><li>Produce a technical environment to deliver e-learning </li></ul><ul><li>Train relevant staff to required competency levels makes transition smoother and happier </li></ul><ul><li>Implement e-learning at the University of Luton </li></ul>
    36. 36. Summary <ul><li>Current Paradigm </li></ul><ul><ul><li>Time, finance, sustainability, standards vs E-Learning standards </li></ul></ul><ul><li>Problems </li></ul><ul><ul><li>Acceptance, considerations, moving out of the comfort zone, society and non-linear learning </li></ul></ul><ul><li>Options </li></ul><ul><ul><li>Ease of use, location/time-zones, work-life balance, business case </li></ul></ul><ul><li>Strategies </li></ul><ul><ul><li>Needs analysis, learning strategy, gaining staff commitment, train staff, match technology to Luton </li></ul></ul>
    37. 37. Shifting the teaching paradigm Thank you