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How do we Address the Issue of Quality?                   Professor Mark Brown        Director, National Centre for Teachi...
The Issue of Quality…         1. A dirty little secret         2. Different views of quality         3. Frameworks and too...
The Issue of Quality…     Central thesis…     Blended learning can help to create a vibrant digital     learning ecology. ...
Pop quiz...
Pop quiz...   1. What was theme of the London Olympics?
Pop quiz...   1. What was theme of the London Olympics?   2. How many gold medals did Australia win at the      London Oly...
Pop quiz...   1. What was theme of the London Olympics?   2. How many gold medals did Australia win at the      London Oly...
Pop quiz...
Pop quiz...   Bonus question…
Pop quiz...   Bonus question…   Where did Massey University come on the   London Olympics‟ league table?
Pop quiz...
Pop quiz...
1. A dirty little secret
1. A dirty little secret               “The unexamined life is not worth living” (Socrates)
1. A dirty little secret      The truth is that…
1. A dirty little secret      The truth is that…      Most technology-enhanced learning initiatives reinforce      traditi...
1. A dirty little secret      The truth is that…      Most technology-enhanced learning initiatives reinforce      traditi...
1. A dirty little secret      The truth is that…      Most technology-enhanced learning initiatives reinforce      traditi...
1. A dirty little secret
1. A dirty little secret       “… fundamental elements of contemporary learning       and teaching have remained largely u...
1. A dirty little secret             An inconvenient truth…       The       additive     or        dominant      „pump,   ...
Big question…    1. How has blended learning enhanced the       quality of teaching in your institution?                Wr...
2. Different Views
2. Different Views     • Threeviews of quality
2. Different Views     A personal view of quality…
2. Different Views     A national view of quality…                              A quality product
2. Different Views     Basic assumptions…            • Value laden            • Contestable            • Context bound    ...
2. Different Views          Quality Assurance                       or             Quality Enhancement
2. Different Views                      Q T                      U Y                 QA   A                            QE ...
2. Different Views                            TeachingObservations                                Academic Fellows        ...
2. Different Views       Key Tensions…                             institution    individual                        clear ...
Big question…     2. What is the single most important factor        which influences thequalityof blended        learning...
3. Frameworks and Tools
3. Frameworks and Tools
3. Frameworks and Tools
3. Frameworks and Tools
3. Frameworks and Tools       Who defines quality?          …. and for what purpose?
Big question…    3. How is the quality of blended learning currently       determined in your institution?                ...
3. Frameworks and Tools      Quality enhancement at Massey involves…         • Promoting a high level of professional   tr...
3. Frameworks and Tools                           Professional         Designs for                            Learning    ...
3. Frameworks and Tools                                                  Learning                                         ...
3. Frameworks and Tools                                                  Learning                                         ...
3. Frameworks and Tools         • Why peer review
3. Frameworks and Tools         • Why peer review         • Principles of peer review         - owned by academics        ...
3. Frameworks and Tools                   http://peerreview.massey.ac.nz
3. Frameworks and Tools                      Peer Review Framework
3. Frameworks and Tools        „Teachers   lack   the   necessary   skills    to     make        informedjudgementsabout h...
3. Frameworks and Tools      Emergence of design tools…          http://compendiumld.open.ac.uk                           ...
3. Frameworks and Tools                         ConversationalFramework…                             Learning Design Suppo...
2. Where is eLearning heading?3. Frameworks and Tools    Calculating the costs of    pedagogy…         Masterman, E., & Ma...
2. Where is eLearning heading?3. Frameworks and Tools                           Student Workload Calculator               ...
3. Frameworks and Tools                                  BlendedLearning Ecology                                          ...
Conclusion
ConclusionConclusion                Blended learningforquality which    disrupts the dominant reproduction metaphors ofedu...
ConclusionConclusion                Blended learningforquality which    disrupts the dominant reproduction metaphors ofedu...
Conclusion Pillars of Learning                       Learning   Learning   Learning       Learning                        ...
Conclusion                                  Learning to change and transform Pillars of Learning                       Lea...
Conclusion Final big question…    • How can blended learning (education) inspire a new      digital generation to think di...
Big question…    Your responses…      1. How has blended learning enhanced the quality of          teaching in your instit...
Final word…       “Not everything that can be counted       counts, not everything that counts can       be counted”      ...
Conclusion      “A prudent question is one-half of wisdom.”                         Francis Bacon                 http://w...
What happened in the past is no longer a reliable guideto the future           • Learning for the future           • Teach...
How Do We Address the Issue of Quality?
How Do We Address the Issue of Quality?
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How Do We Address the Issue of Quality?

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Presentation at Blended Learning Conference, Sydney 29th August, 2012

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How Do We Address the Issue of Quality?

  1. 1. How do we Address the Issue of Quality? Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance Blended Learning Conference Sydney, 29thAugust 2012
  2. 2. The Issue of Quality… 1. A dirty little secret 2. Different views of quality 3. Frameworks and tools for quality
  3. 3. The Issue of Quality… Central thesis… Blended learning can help to create a vibrant digital learning ecology. However, it can also be used to entrench1950s style teaching on 21st century networks.
  4. 4. Pop quiz...
  5. 5. Pop quiz... 1. What was theme of the London Olympics?
  6. 6. Pop quiz... 1. What was theme of the London Olympics? 2. How many gold medals did Australia win at the London Olympics?
  7. 7. Pop quiz... 1. What was theme of the London Olympics? 2. How many gold medals did Australia win at the London Olympics? 3. How many gold medals did New Zealand win at the London Olympics?
  8. 8. Pop quiz...
  9. 9. Pop quiz... Bonus question…
  10. 10. Pop quiz... Bonus question… Where did Massey University come on the London Olympics‟ league table?
  11. 11. Pop quiz...
  12. 12. Pop quiz...
  13. 13. 1. A dirty little secret
  14. 14. 1. A dirty little secret “The unexamined life is not worth living” (Socrates)
  15. 15. 1. A dirty little secret The truth is that…
  16. 16. 1. A dirty little secret The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes…
  17. 17. 1. A dirty little secret The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… … and blended learning is part of the problem.
  18. 18. 1. A dirty little secret The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… … and blended learning is part of the problem. Arguably the concept of „blended learning‟ does little to disrupt the old normal and is infused by a hegemonic discourse of education in change.
  19. 19. 1. A dirty little secret
  20. 20. 1. A dirty little secret “… fundamental elements of contemporary learning and teaching have remained largely untouched by the waves of digital technologies that have been introduced inside and outside of the classroom over the last three decades” (Selywn, 2011, p. 714).
  21. 21. 1. A dirty little secret An inconvenient truth… The additive or dominant „pump, pump,dumpmodel‟ of blended learning is the norm.
  22. 22. Big question… 1. How has blended learning enhanced the quality of teaching in your institution? Write your short response and then fold over and pass to someone on another table
  23. 23. 2. Different Views
  24. 24. 2. Different Views • Threeviews of quality
  25. 25. 2. Different Views A personal view of quality…
  26. 26. 2. Different Views A national view of quality… A quality product
  27. 27. 2. Different Views Basic assumptions… • Value laden • Contestable • Context bound • Discipline specific • A moving target • But quality does exist
  28. 28. 2. Different Views Quality Assurance or Quality Enhancement
  29. 29. 2. Different Views Q T U Y QA A QE L I
  30. 30. 2. Different Views TeachingObservations Academic Fellows Q T Benchmarks U Y QA A QE L Grants & Awards I Academic Development Learning Design Tools
  31. 31. 2. Different Views Key Tensions… institution individual clear standards creative flair externally imposed requirements internally owned commitments central quality police local professional responsibility quality compliance quality culture
  32. 32. Big question… 2. What is the single most important factor which influences thequalityof blended learning in your institution? Write your short response and then fold over and pass to someone on another table
  33. 33. 3. Frameworks and Tools
  34. 34. 3. Frameworks and Tools
  35. 35. 3. Frameworks and Tools
  36. 36. 3. Frameworks and Tools
  37. 37. 3. Frameworks and Tools Who defines quality? …. and for what purpose?
  38. 38. Big question… 3. How is the quality of blended learning currently determined in your institution? Write your short response and then fold over and pass to someone on another table
  39. 39. 3. Frameworks and Tools Quality enhancement at Massey involves… • Promoting a high level of professional trust • Giving responsibility for quality back to academics • Building distributed leadership for teaching and learning
  40. 40. 3. Frameworks and Tools Professional Designs for Learning Learning Evaluating Quality Resources for Teaching Enhancement Learning Framework Assessment for Facilitating Learning Learning
  41. 41. 3. Frameworks and Tools Learning Design Tools Scholarship of Effective Practice Professional Designs for Teaching and Learning Guidelines Learning Learning Evaluating Quality Resources for Teaching Enhancement Learning Framework Grants and Awards Academic Assessment for Facilitating Development Learning Learning Teaching Evaluation
  42. 42. 3. Frameworks and Tools Learning Design Tools Scholarship of Effective Practice Professional Designs for Teaching and Learning Guidelines Learning Learning Evaluating Scholarly Resources for Teaching Learning Peer Review Grants and Awards Academic Assessment for Facilitating Development Learning Learning Teaching Evaluation
  43. 43. 3. Frameworks and Tools • Why peer review
  44. 44. 3. Frameworks and Tools • Why peer review • Principles of peer review - owned by academics - focus onsubject design - emphasis on development - encouragesformative feedback - promotes pedagogical conversations - needs to be confidential to participants - must have institutional alignment
  45. 45. 3. Frameworks and Tools http://peerreview.massey.ac.nz
  46. 46. 3. Frameworks and Tools Peer Review Framework
  47. 47. 3. Frameworks and Tools „Teachers lack the necessary skills to make informedjudgementsabout how to use technologies and are bewildered by the possibilities‟ (Conole, 2010, p.483).
  48. 48. 3. Frameworks and Tools Emergence of design tools… http://compendiumld.open.ac.uk http://www.phoebe.ox.ac.uk/
  49. 49. 3. Frameworks and Tools ConversationalFramework… Learning Design Support https://sites.google.com/a/lkl.ac.uk/ldse/Home
  50. 50. 2. Where is eLearning heading?3. Frameworks and Tools Calculating the costs of pedagogy… Masterman, E., & Manton, M. (2011). Teachers‟ perspectives on digital tools for pedagogic planning and design. Technology, Pedagogy and Education, 20 (2), 227-246.
  51. 51. 2. Where is eLearning heading?3. Frameworks and Tools Student Workload Calculator http://www.massey.ac.nz/~arowatt/Mockup01.html
  52. 52. 3. Frameworks and Tools BlendedLearning Ecology Acquisition Video Streaming Prof Casts Real-time Tests Webinars Online Presentations Online Readings Synchronous Asynchronous Video Conferencing Online Clinic Discussion Fora ePortfolio Online Chat Wikis Participation
  53. 53. Conclusion
  54. 54. ConclusionConclusion Blended learningforquality which disrupts the dominant reproduction metaphors ofeducation
  55. 55. ConclusionConclusion Blended learningforquality which disrupts the dominant reproduction metaphors ofeducation Having the courage to stand against the „norm‟ by teaching differently….
  56. 56. Conclusion Pillars of Learning Learning Learning Learning Learning to be to know to do to live together
  57. 57. Conclusion Learning to change and transform Pillars of Learning Learning Learning Learning Learning to be to know to do to live together
  58. 58. Conclusion Final big question… • How can blended learning (education) inspire a new digital generation to think differentlyabout our achievements?
  59. 59. Big question… Your responses… 1. How has blended learning enhanced the quality of teaching in your institution? 2. What is the single most important factor which influences thequality of blended learning in your institution? 3. How is the quality of blended learning currently determined in your institution?
  60. 60. Final word… “Not everything that can be counted counts, not everything that counts can be counted” Albert Einstein
  61. 61. Conclusion “A prudent question is one-half of wisdom.” Francis Bacon http://www.slideshare.net/mbrownz/
  62. 62. What happened in the past is no longer a reliable guideto the future • Learning for the future • Teachers as future makers • Leading in a climate of change

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