Building a Rich Digital Learning Culture: Insights from the Student Experience in a College of Business
•
1 like•377 views
A presentation at EdMedia 2011 in Lisbon
![Palmerston North ,[object Object],[object Object],Singapore International • Multi-campus (18,000 internal students) • Major distance education provider (17,000 students) • Approx 3500 international students • Top ranked major distance education provider in Australasia for research About Massey University](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (11)
Similar to Building a Rich Digital Learning Culture: Insights from the Student Experience in a College of Business
Similar to Building a Rich Digital Learning Culture: Insights from the Student Experience in a College of Business (20)
More from Mark Brown
More from Mark Brown (20)
Recently uploaded
Recently uploaded (20)
Building a Rich Digital Learning Culture: Insights from the Student Experience in a College of Business
- 1. Building a Rich Digital Learning Culture Insights from the Student Experience in a College of Business Mark Brown & Robyn Walker EdMedia Conference June, 2011
- 3. Hon Steve Maharey - VC
- 4. LMS VLE “ To provide an exceptional and distinctive experience for all students through a rich digital learning culture.”
- 5. Moodle Adobe Presenter Adobe Connect Turnitin Lightwork Wimba Voice Adobe Acrobat Pro Mediasite Mahara The Stream Virtual Learning Environment
- 6. Building a Rich Digital Learning Culture
- 7. 1. Stream in the first year 2. Stream in the second year 3. Moving from printed to digital Building a Rich Digital Learning Culture
- 8. 1. Stream in the First Year
- 9. 1. Stream in the First Year • First year BBS • 3200 sample • 14% response rate - only • Half students in first year • Equal distance and internal • 58% older than 26 years In 2009…
- 10. 1. Stream in the First Year How often did you use Stream?
- 11. 1. Stream in the First Year
- 12. 1. Stream in the First Year PEDAGOG Y
- 13. 1. Stream in the First Year 81% say experience was positive or very positive
- 14. 1. Stream in the First Year “ Some of my Stream courses were so well laid out and easy to follow it was great to do it extramurally (by distance] and have everything so well planned. Other courses were a mess to follow, and hard to find order.”
- 15. “ Some of my Stream courses were so well laid out and easy to follow it was great to do it extramurally (by distance] and have everything so well planned. Other courses were a mess to follow, and hard to find order.” “ I hope the course co-ordinators of my future papers (courses) utilize Stream as fully as xxx did… in Semester 2. It seems we only get out what the co-ordinator is willing to put in – I have noticed such a big difference between courses I have taken, which is disappointing – but xxxx nailed it!” 1. Stream in the First Year
- 16. 2. Stream in the Second Year
- 18. • Semester 1 2010 • 85% of respondents ‘agreed’ or ‘strongly agreed’ that their learning had been enhanced through the online environment 2. Stream in the Second Year Massey Online Survey Tool…
- 19. 2. Stream in the Second Year A U S S E
- 20. 3. Moving from Printed to Digital • Semester Two 2010 • 60 course offerings • 5000 students • 1200 responses (28%) • 528 internal / 681 distance Digitizing study materials…
- 21. 3. Moving from Printed to Digital
- 22. 3. Moving from Printed to Digital
- 23. 2. Perceived Current Study Practices
- 24. 2. Perceived Current Study Practices
- 25. 3. Moving from Printed to Digital
- 26. “ Although I use digital extensively, I also prefer to have printouts of everything which I can take everywhere” 3. Moving from Printed to Digital
- 27. http://a.nnotate.com/ 3. Moving from Printed to Digital
- 28. 3. Moving from Printed to Digital
- 29. 3. Moving from Printed to Digital
- 30. 3. Moving from Printed to Digital
- 31. 3. Moving from Printed to Digital
- 32. Conclusion
- 33. Three takeaways… • Most student expect their learning to be digitally augmented • Managing students’ expectations of what they want and will actually experience is crucial • Requires leadership and an institutional culture which values innovation in teaching Conclusion
- 34. “ It is a capital mistake to theorize before one has data” (Sherlock Holmes). Conclusion
- 35. We need to integrate our key performance indicators and then act on them! “ It is a capital mistake to theorize before one has data” (Sherlock Holmes). Conclusion
- 36. “ A prudent question is one-half of wisdom . ” Francis Bacon http://tinyurl.com/solt-mbrown Questions [email_address]
Editor's Notes
- Approximately 250,000 students have studied by distance through Massey University. As a nation, New Zealand has the highest proportion of its universities in the world’s top 500 – showing the high quality of the university system. Number of PhDs, etc. We are recognized as New Zealand’s defining university and sought after throughout the world for our innovation and excellence in distance delivery.
- The new New Zealand is ambitious, confident and full of the digital creativity that brought Lord of the Rings to the world. We have something unique to offer the world. . And we are doing just that.
- The new New Zealand is digitally connected.
- Annual Plan Goal 50% reduction
- Annual Plan Goal 50% reduction
- Who owns Kaplan? Washington Post. 31, 000 employees, 600 locations, reach almost 1 million students worldwide. Partner relationships with reputable universities
- In today’s socially wired and globally connected world.
- In today’s socially wired and globally connected world.
- Hopefully I’ve left enough time for questions.