Carpe diem_no1_9_2_2011


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Carpe diem seminar presented by Professor Gilly Salmon and Dr Alejandro Armellini

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Carpe diem_no1_9_2_2011

  1. 1. Achieving innovation for learning at Leicester<br />Dr Alejandro Armellini<br />Senior Learning Designer<br />Beyond Distance Research Alliance<br />University of Leicester, UK<br />
  2. 2. Objectives<br />To share the key learning innovation challenges we face at Leicester<br />To describe our implementation choices regarding curriculum design and delivery approaches: Carpe Diem & e-moderating<br />To illustrate innovations and results<br />To identify lessons learned<br />
  3. 3. Introduction and context<br />Challenges<br />Capacity building<br />Curriculum design: Carpe Diem & e-tivities<br />Curriculum delivery: E-moderation<br />Summary: approaches that work<br />Outline<br />
  4. 4. Introduction and context<br />
  5. 5. University of Leicester<br /><br />
  6. 6. Learning Innovation Challenges - students<br />21st-century competencies for employability<br />Equivalent experiences for on-campus, distance and mixed-mode students<br />Full access anytime, anywhere<br />Flexibility & choice<br />Exceeding technological expectations<br />
  7. 7. Challenges - tutors<br />Efficiency & effectiveness: low- cost, high-value<br />Equal value to teaching and research<br />Enabling evidence-based teaching<br />Teaching innovation<br />Doing more with less<br />
  8. 8. Challenges - institution<br />Elite without elitism<br />Student centredness<br />Global reach<br />Optimising capabilities of staff<br />Evidence for acceptable, successful and sustainable change processes<br />
  9. 9. Our mantras<br />Research to practice<br />Innovation to mainstream<br />Low-cost, high-value learning technologies<br />Design for learning, e-moderate for participation<br />…to inform, embed, disseminate and sustain change<br />
  10. 10. Research to practice<br />
  11. 11. Core, niche, peripheral and mainstream technologies<br />
  12. 12. The Alliance, University of Leicester<br />Paste a series of pictures (groups, house, zoo etc)<br />Beyond Distance Research Alliance<br />
  13. 13. The Alliance…<br />Is a research and innovation Unit<br />Generates evidence collaboratively -evidence colleagues can relate to- through funded projects<br />Promotes and disseminates evidence-based, incremental change and embedding<br />Shapes and informs policy and strategy<br /><br />
  14. 14. Two key, inter-related aspects<br />
  15. 15. Knowledge-based, e.g. academic disciplines<br />Content is King: ‘dump stuff online and they’ll learn’<br />Design<br />Task and pathways-based for active engagement and generation of learning outcomes<br />Subject areas<br />MSc in Finance<br />Fire awareness course<br />Skills-based, procedural, e.g. mandatory training, health & safety<br />
  16. 16. I put my content online, therefore my students do e-learning<br />Source:<br />
  17. 17. ‘But they won’t engage!’<br />
  18. 18. Design for learning<br />E-moderate for participation<br />
  19. 19. Designing together: Carpe Diem<br />Source:<br />
  20. 20. Seize the Day<br />Invest two days of your time<br />and get your course online<br /><br />Source:<br />
  21. 21. Carpe Diem addresses…<br />‘My use of e-learning is bad.’<br />‘Help me redesign this.’<br />‘The discussion forums are never used.’<br />‘What is a wiki?’<br />‘Can I run synchronous sessions? How?’<br />‘What is Web 2.0 and how can my learners benefit from it?’<br />‘Existing resources? What resources? Are they readily available? For free? Really?’<br />Focus: designing for learning<br />
  22. 22. Source:<br />
  23. 23. Occupational Psychology podcasts<br />
  24. 24. E-tivities<br />Asynchronous online learning activities that:<br /><ul><li> Foster effective and purposeful interactions
  25. 25. Provide ‘hinges’ and reflective points between course components
  26. 26. Contribute to the achievement of learning outcomes
  27. 27. May contribute to assessment</li></li></ul><li>Criminology: e-tivities in a distance MA programme<br />
  28. 28. Politics & IR dissertation e-tivities<br />
  29. 29. E-tivities are…<br />Brief and clear (not ‘mini-projects’!)<br />Motivating, engaging, purposeful <br />Mappable against learning outcomes<br />Designed to generate meaningful interaction<br />Useful as an assessment scaffold<br />Designed and led by an e-moderator <br />Asynchronous<br />Cheap to produce and easy to run: good design leads to easier e-moderation<br />
  30. 30. Discussion boards…<br />
  31. 31. Voice Boards<br />
  32. 32. Politics & IR dissertation e-tivities: a wiki<br />
  33. 33. Key features of e-tivities<br />Stimulus or challenge (the ‘spark’) <br />Online activity, which includes individual participants posting a contributionto a forum, wiki, voice board, etc<br />An interactive element, such as responding to the postings of others <br />Summary, feedback or critique from an e-moderator (the ‘plenary’)<br />
  34. 34. E-moderation & scaffolding<br />Source:<br />
  35. 35. E-moderation<br /><br />
  36. 36. 5. Development<br />4. Collaboration<br />3. Co-operation<br />2. Culture building<br />1. Access & motivation<br />
  37. 37. 5. Development<br />Link, feed back, enhance, apply<br />4. Collaboration<br />Interact, build knowledge<br />3. Co-operation<br />Navigate, save time, personalise<br />2. Culture building<br /> Receive and send<br />1. Access & motivation<br />Access<br />
  38. 38. 5. Development<br />Guide<br />4. Collaboration<br />Facilitate, tie loose ends<br />3. Co-operation<br />Lead<br />2. Culture building<br />Host<br />1. Access & motivation<br />Welcome, reassure<br />
  39. 39. Key e-moderating skills<br />Source:<br />Weaving <br />Summarising<br />
  40. 40. Cost and impact<br />Source:<br />
  41. 41. Dissemination of evidence<br />
  42. 42. Dissemination of evidence<br /><br />!/BDMediaZoo<br />Source:<br />
  43. 43. Summary: approaches that work (1)<br />Build capacity and capability with course teams<br /><ul><li>Learning design (e.g. through Carpe Diem) and delivery (e-moderation)
  44. 44. Capitalise on and design for openness</li></ul>Evidence for change<br />Enable small-scale pilots to inform policy and strategy incrementally: move from practice to policy<br />Wordle of an edited book by veletsianos<br />
  45. 45. Summary: approaches that work (2)<br />Constantly evaluate and update staff skills<br />Recognise, reward and celebrate innovative practice<br />Work in teams, including learning technologists and subject librarians<br />Encourage dipping toes in the water and support those who, based on the evidence, take the plunge<br />Wordle of an edited book by veletsianos<br />
  46. 46. University of Leicester<br /><br />Dr Alejandro Armellini<br /><br />February 2011<br /><br />