Benefits to student experience through institutional use of digital technologies
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Neil Morris is the Director of Digital Learning and Professor of Educational Technology, Innovation and Change at the University of Leeds. The document discusses the growth of digital learning globally and opportunities provided by digital technologies for student learning, flexibility, interaction, and skills development. It provides examples of how the University of Leeds has integrated digital technologies into its campus including lecture recording, interactive learning spaces, online teaching, and developing students' digital literacies. MOOCs and online courses are discussed as part of developing flexible learning opportunities.
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Benefits to student experience through institutional use of digital technologies
- 1. Neil Morris Director of Digital Learning Professor of Educational Technology, Innovation and Change, School of Education University of Leeds © University of Leeds Email: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds, @unileedsonline Benefits to student experience through institutional use of digital technologies
- 3. Global growth in Digital Learning 262m students in Higher Education by 2025 (up from 164m in 2009) OECD Demand for online education growing faster than that of traditional education (Google) Expected 13% growth in CPD online training, within corporates (RolandBerger) 24% growth in smart education and learning market between 2015- 2020 (Research and Markets) 28% corporates expected to use MOOCs for training by 2017 (Towards Maturity) Self-paced eLearning grew 55% in India 2010-2015 (Ambient Insight)
- 4. Opportunities provided by digital technology Learning Flexibility Interaction Collaboration Digital skills Employability Globalisation Access Sharing Inclusivenes s Engagement Motivation Enjoyment
- 5. Digital Strategy for Student Education
- 6. Institutional technology infrastructure landscape In-room multimedia capture At-desk / mobile media creation Virtual Learning Environment Interactive and collaborative tools Flexible and technology enabled learning spaces Central Digital Learning Team
- 7. Campus-wide technology integration Over 27,000 students viewing content Around 75% of lectures recorded per year Between 100 – 300 recordings per day Around 30,000 hours of recording per year Around 1 million views per year Increased use of flipped learning
- 8. Uses of video in education Image CC by Jenko, FlickR
- 9. A need for change
- 10. Technology enabled active learning spaces "The interactive technologies, intuitive control panels and touch screen make integrating technology into teaching a more interesting and rewarding experience for everyone. Students can access the VLE at their desks, use their interactive whiteboards to write and share work as a group, and their input can easily be integrated into the teaching process through the dual display system. It means I can create a learning environment that is varied and engaging, using different tools to help students develop and reflect on knowledge in new ways."
- 11. Online teaching Tutorials Supervision Office hours Interviews Research seminars Meetings Open days
- 12. Developing openness and flexibility at institutional level
- 13. Developing students’ digital literacies Digital skills Digital scholarship Digital practice Digital presence Online module Credit bearing Interactive Assessed online Discipline focused Research based
- 14. Overview of the Studying in a Digital Age module
- 16. Schools MOOC programme Target audience: International school students Portfolio: 15 short online courses (2 weeks), running monthly Enrolments: Over 390,000 sign-ups
- 17. Schools courses - interactivity
- 18. Learning object re-use strategy
- 19. Blended Learning Essentials Next run: 20th February 201
- 20. Who are MOOC completers? Older learners more likely to complete our courses No gender differences in completing learners, but there are course-level differences Experienced online learners more likely to complete our courses Better qualified learners more likely to complete our courses Non working learners more likely to complete our courses Morris et al., 2015
- 21. Participation and completion in MOOCs 32% of participants on MOOCs make at least ONE comment Those who are better educated and have taken an online course before are more likely to make more comments. Older learners, those who work part-time or not at all are more likely to make at least one comment, and make more comments. Those who make comments are more likely to complete more of a MOOC © Swinnerton & Morris, 2016 Journal of Computer Assisted Learning 2017 Commenters post an average of 6 comments per MOOC
- 22. And finally….
- 23. Online standalone credit- bearing courses
- 24. Maximising flexibility through online learning Campus- based blended learning MOOCs Credit- bearing online courses Campus-based, hybrid or ODL programme https://www.heacademy.ac.uk/sit es/default/files/resources npi_report.pdf Flexible learning
- 25. The future of digital learning Personalised Adaptive Social Authentic Outcome focused Scalable Flexible
- 26. © University of Leeds Email: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds
Editor's Notes
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