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BlackBoard Learning and Teaching Conference Keynote
The document discusses the growing integration of digital technology in higher education, highlighting trends such as an increase in online learning and the need for innovative teaching practices. Key statistics show significant expected growth in digital education participation by 2025, with a focus on enhancing student engagement and flexibility through technology. Additionally, it emphasizes the importance of developing digital literacy and adaptive learning environments to meet the evolving demands of students.
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BlackBoard Learning and Teaching Conference Keynote
- 1. Neil Morris Director ofDigital 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 Digital technology and Higher Education: delivering benefits for student education
- 2. Interaction in thissession Twitter – use the hashtag #BBtlc16 to post comments or ask questions Padlet – post your ideas on our collaborative online wall: (http://padlet.com/wall/esp6r1g70osz) Recording available afterwards (via BBTLC)
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- 4. Global growth inDigital 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)
- 6. A mutually beneficialpartnership to address the rapidly changing demands of students, within a technology perspective, by collaborating on jointly agreed projects from planning through to execution
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- 8. Opportunities provided by digitaltechnology Learning Flexibility Interaction Collaboration Digital skills Employability Globalisation Access Sharing Inclusivenes s Engagement Motivation Enjoyment
- 9. Digital Strategy forStudent Education
- 10. Edgar Dale’s Coneof Learning; CC-SA Learning and Teaching
- 11. 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
- 12. Campus-wide technology integration Over 25,000 students viewing content Over73% of all lectures recorded this year Between 100 – 300 recordings per day Over 30,000 hours of recording in Year 1 Almost 2 million views Increased use of flipped learning
- 13. Uses of videoin education Image CC by Jenko, FlickR
- 14. A need forchange
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- 16. Online teaching Tutorials Supervision Office hours Interviews Researchseminars Meetings Open days
- 17. Harnessing mobile for flexibilityand learning Attendance monitoring Mobile polling / assessment Module evaluation
- 18. Developing openness and flexibilityat institutional level
- 19. Developing students’ digital literacies Digitalskills Digital scholarship Digital practice Digital presence Online module Credit bearing Interactive Assessed online Discipline focused Research based
- 20. Overview of theStudying in a Digital Age module
- 21. FutureLearn: a sociallearning platform Overall stats 190 countries 60%female 39%social 23%complete 3 million users 81 partners
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- 23. Creating open onlinecourse portfolios
- 24. Collaborative and socialonline learning activities
- 25. Schools MOOC programme Targetaudience: International school students Portfolio: 15 short online courses (2 weeks), running monthly Enrolments: Over 150,000 sign-ups
- 26. Schools courses -interactivity
- 27. Learning object re-usestrategy
- 28. Blended Learning Essentials Nextrun: 4th July 2016 Course 2: Blended Learning Essentials: Embedding Practice: 6th June 2016
- 29. Who are MOOCcompleters? 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
- 30. Participation and completionin 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 Submitted Commenters post an average of 6 comments per MOOC
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- 32. Maximising flexibility through onlinelearning 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
- 33. The holy grailof digital assessment practices Electronic submission eMarking eFeedback and dialogue Electronic management of assessment Coursework Digital examination or scanned exam script eMarking eFeedback and dialogue Electronic management of assessment Examinations • Single repository of all assignments and feedback • Student and staff facing personalised progress monitoring dashboard • Transformation of assessment practices • Student flexibility –staff efficiency
- 34. The future ofdigital learning Personalised Adaptive Social Authentic Outcome focused Scalable Flexible
- 35. © University ofLeeds Email: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds