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The Online Learning Landscape

Presentation for the Online Learning Staff Development day University of East London. Friday 7th Nov 2013

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UEL Online Learning

The Online Learning Landscape

Simon Walker
Head of Educational Development
University of Greenwich, London , UK
The Online Learning Landscape
The Online Learning Landscape
The Online Learning Landscape
The Online Learning Landscape
The Online Learning Landscape
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The Online Learning Landscape

  • 1. UEL Online Learning The Online Learning Landscape Simon Walker Head of Educational Development University of Greenwich, London , UK
  • 8. USP
  • 10. Colorado Technical University. - http://www.coloradotech.edu/education
  • 13. Global demand for higher education By 2025, the global demand for higher education will double to 250m per year, mostly from emerging economies Davis, D,. Mackintosh, B (Eds) (2012) Making a Difference: Australian International Education. https://www.ieaa.org.au/research-projects/making-adifference The new UNESCO goals for education: • • Every child completes a full 9 years of free basic education … Post-basic education expanded to meet needs for knowledge and skills … (Draft for UNESCO post 2015 goals) Source: Brandenburg, U., Carr, D., Donauer, S., Berthold, C. (2008) Analysing the Future Market – Target Countries for German HEIs, Working paper No. 107, CHE Centre for Higher Education Development, Gütersloh, Germany, p. 13.
  • 15. Video courtesy of Alan Levine – cogdogblog.com
  • 16. Duke University MOOC Bioelectricity Report at http://bit.ly/ZRMbjp
  • 17. The future of the university as we know it? Is there a future for the physical university in 10 years in our knowledge economy? Show of hands 1. Yes, but… 2. No, but…
  • 18. What’s interesting about MOOCs? Creates opportunities to motivate Promotes openness Focuses on design Opens up a range of technologies Bridge informal and formal / lifewide and lifelong Develops approaches for building automatic support for learners? E-Learning is recognised as mature
  • 19. Environmental scanning 10 innovations most likely to have on higher education • • • • • • • • • • Massive open online courses (MOOCs) Badges to accredit learning Learning analytics Seamless learning Crowd learning Digital scholarship Geo-learning Learning from gaming Maker culture Citizen inquiry http://www.open.ac.uk/blogs/innovating/
  • 20. Horizon Report 2014 (educause) Key Trends (globally) 1. Openness —open content, open data, open resources, transparency and easy access to data and information — is becoming a value 2. Massively open online courses are being widely explored as alternatives and supplements to traditional university courses 3. The workforce demands skills from college graduates that are more often acquired from informal learning experiences than in universities 4. Use of new sources of data for personalizing the learning experience and for performance measurement 5. Role of educators continues to change due to the vast resources that are accessible to students via the Internet. Related key Challenges • • • • • Unprecedented competition in HE New forms of scholarship Digital media literacy in staff Limited educational practices Lack of support for personalised learning • Most academics are not using new technologies
  • 21. OERs Do you recognise the term "Open Educational Resources"? If so, could you say, in a few words, what you understand by this? N= 147 University of Greenwich OER staff survey [online]. (2013). [Accessed 2nd Nov 2013].
  • 22. Challenges for the institution • Formal strategy/policy documents lag behind current thinking • Educational principles are rarely enshrined in strategy and policy • Devolved responsibility makes it difficult to achieve parity of learning experience Gill Ferrell (2014 Oct). Challenge to change: enhancing assessment and feedback with technology. Presentation presented at Jisc Experts Meeting, Birmingham, UK.
  • 23. Design Challenge 1. Learning environments Physical and virtual spaces
  • 24. Learning activity design model (2009) Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp26–38
  • 25. ‘Built pedagogy’ - formal Learning Spaces. From this..
  • 27. Did the room change the way you teach?
  • 28. Design Challenge 2. Designing curriculum and teaching across a degree programme, with coherent and aligned pedagogies and programme-level educational goals
  • 30. Feedback and Assessment Course 1 Course 2 Course 3 0 2 4 6 8 10 12 Week Based on the ESCAPE project (JISC 2008-2010 – University of Hertfordshire)
  • 32. Design Challenge 3 Promote the importance of digital literacy to develop critical practice –from tools and benchmarking skills /standards to thinking and use skills literacies Digital literacy defines those who exhibit a critical understanding and capability for living, learning and working in a digital society. Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009)
  • 33. What do we know/challenges for Learning Design? Q1. Which would increase the effectiveness of your learners – Literacy or Digital Literacy? Q2. Which would increase the employability of your learners - Literacy or Digital Literacy? How/what/where should we teach DL (if at all)?
  • 34. National UK Digital Literacy programme Information Junkie Your Score = 10
  • 35. Digital Literacy in Transition The student journey…..
  • 37. Learning An inspiring and intellectual curriculum helps nurture student engagement and learning how to learn, aligned with use and development of digital literacies. FIRST LECTURE How might you support/develop students through these transition challenges? KEY TRANSITIONS What students say is a critical moment … ENABLING TECHNOLOGIES Ways in which students feel digital devices & tools can support this transition …     “When I first entered the lecture room” “Lectures with projector facilities was new to me” “Lecture was challenging as well as interesting” “Waking up early to come to lectures”     iPads to make notes in labs & record lectures Pre-lesson study support & ARS during lectures Made lectures more efficient and easy Mobile phone for camera to take pics of important info during lectures.
  • 38. DL & Curriculum mapping. Institution and Programme considerations
  • 40. Students’ experiences of online learning (UEL Key theme 1) Students' expectations and experiences of the digital environment Helen Beetham and David White, October 2013 Students want: • Ubiquitous free-at-the-point-of-use access to the whole of the web • Robust and ubiquitous wifi across campus locations • The capacity easily to connect their own devices to the university network and to have (e.g. helpdesk) support in using their own devices and services on campus • access to a range of learning spaces with robust wifi, storage facilities, desk space, power sockets • consistent use of the VLE for course administration and course content • teaching staff with the ICT skills to operate effectively in a digital environment • access to institutional devices alongside their own, especially desktop computers and printers • a university web site with reliable and detailed information about their (prospective) course of study
  • 41. • ….course-related information and personal updates (e.g. timetable, deadlines, library loans) • to be accessible continuously via their preferred device/service • an institutional email address and that email will be the primary form of communication with their course and institution • access to personal/social web services on university networks (but are divided on whether they prefer these to be integrated with institutional services) • explicit instruction in using institutional systems (library catalogue, VLE, assessment system) and specialist technologies required for their course • technology incorporated into their teaching/learning in ways that are relevant to their academic success
  • 42. Information practices are changing Threshold practices How many of you cite: Analogue differences. (ordering alphabetic referencing) Website with author Website without author Online image Google Earth Image Blog article Podcast Wiki Video from youtube Tweet Facebook Iphone or android application Access = free Social media and discovery
  • 43. Digital Literacy Considering the pace at which HE and the digital environment is changing, the Learning Designs that students will need five years from now may look very different Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999
  • 44. The Critical Digital Literacy model Information Junkie Your Score = 10 Persona
  • 47. Information Junkie Your Score = 10 Participation
  • 48. Employability mapping – Rate our Graduates. Persona dimension
  • 49. OUCH - Undergraduate Class Hybrid- Jonathan Worth. Coventry University
  • 50. MOODLE Small group – IBL. Simon Snowden. University of Liverpool Tünde Varga-Atkins. (Oct 17 2014). Defining and developing information and digital literacies through Enquiry-Based Learning (EBL) Presentation at Jisc Experts Meeting, Birmingham, UK
  • 51. Assessment is a Wikipedia article
  • 52. Distributed and connected groups – Helen Keegan. University of Salford.
  • 53. Team based learning. Medical Faculty Nanyang University
  • 54. Large group - Is-it Learning Lawrie, G (2012) Is-It Learning. Implementing collaborative interdisciplinary scenario inquiry tasks in large first-year science classes http://www.iolinscience.com.au/wp-content/uploads/2012/05/IS-ITs-IOL-Forum_Lawrie.pdf (accessed 25/10/13)
  • 55. IS-IT Research Task 1. Choice of scenario 2. Self-selection of groups 3. Interdependence achieved through individual responsibility 4. Collective output 5. Peer evaluation of group members (internal 6. Peer evaluation of other reports in same scenario (external)
  • 57. Student solutions – students as change agents
  • 58. Evolution or step change? Perhaps the the most critical challenges facing most institutions will be to develop the capacity for change ; to remove the constraints that prevent institutions from responding to the needs of rapidly changing societies; to remove unnecessary processes and administrative structures; to question existing premises and arrangements; and to challenge, excite, and embolden all members of the campus community Dunderstadt, J.J (1999) Can Colleges and Universities Survive in the Information Age? In Dancing with the Devil Eds Katz, N, et al. Educause
  • 59. Design Challenge 4 Developing recognition and reward for enhancement and innovation. Rewards for establishing reputation; development of programme teams; undertaking evaluation; demonstrating impact; finding efficiencies; sharing practice .
  • 60. s.walker@gre.ac.uk Sialker Simon Walker Simonwalker hugh snook Hvala,谢谢, Asanti, Dík, Tack, Danke, Merci, Tak, Kiitoksia, köszönet, Grazie, Dank, Takk, Dzięki, Obrigado, naa goodee……thank you for listening and participating.

Editor's Notes

  1. This short video clip is a wonderful crafted 30 sec clip which provides an real sense of dynamism. Type in: http://www.coloradotech.edu/education and you go to a page and video that describes their teaching approach
  2. I started to get interested in looking at what globally leading institutions were positioned
  3. 250K upgrade
  4. ConclusionsDigital technology is embedded into students learning practices both formally– and informallythrough use of personal devices and aps/web services. Students increasingly expect their digitalcapabilities to be enhanced by their university experience, especially in the area of workplace andresearch-like skills., digital provision does not seem to be a strong positivefactor in overall student satisfaction. Institutions do need to meet baseline expectations, as outlinedin our findings. Beyond this threshold, investment in the ICT environment has yet to be proven toenhance student satisfaction with their learning experience. However, confident use of ICT is a factor in the quality of teaching which remains the most influential predictor of students' satisfactionoverall. Our study has also identified that universities could do much more to inform students aboutthe digital resources, services and support already available to them, and to do so at points in theirlearning journey when they can use what's on offer for meaningful academic tasks.
  5. 1350 students