Presentation given for the 13th Conference on Social Science at University of Vienna, October 6th/7th.
Paper published on the EUROPEAN JOURNAL OF SOCIAL SCIENCES EDUCATION AND RESEARCH September-December 2017, Volume 11, Nr. 2, pg 39-51
“Many Universities manage billions in research funding, but there is usually no R&D budget for their own product, namely delivering education to willing buyers” (Michael Stanton, 2014) Education are missing on an explosive growth sector: Their Own. (Harvard Business Review)
Education has undoubtedly been commoditised and as a good. As suggested by American entrepreneur Peter Theil (Cited in Hellweg, 2013), it may function as both learning and insurance access platform.
Another aspect of HE is that, in contrast to most other industries that have faced disruption, the top 10 providers are still the same for the last 40 decades or so. The question is how much longer will they be there? Not even Coursera’s founder Daphne Koller could anticipate the scale and impact of the MOOCs.
Udacity, Coursera and edX, aka ‘The Big Three’ have crossed the barrier of 40 million active students. What does it mean for traditional universities? MIT’s president Raphael Reif struggles to see how his institution can carry on justifying charging $50,0000 for tuition much longer and that is a big problem not only for them for many other universities that are starting to see their numbers dwindling.
This paper is the first in a series of five papers looking at the future of higher education and learning
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Optimising mobile experiences - Online Educa Berlin 7th December 2018Zac Woolfitt
Technology in the class in the form of laptops, tablets and smartphones connect the student to the outside world as part of the learning process. Technology can both support the student learning but can also be a source of distraction. Research has focused on the distractive nature of technology in class such as laptops (Fried, 2008; Ravizza, Uitvlugt, & Fenn, 2017; Sana, Weston, & Cepeda, 2013). However, this study will focus specifically on smartphones in the class for the following reasons. Almost every college student in the Netherlands brings a smartphone with them to class, the smartphones are physically close to the student throughout the day which can lead to behaviour that makes it particularly difficult to disconnect from social networks. Students are more likely to view them as leisure devices (Lepp, Li, Barkley, & Salehi-Esfahani, 2015) which blurs the lines when this ‘leisure’ device is brought into the study environment of the classroom. The close (physical) relationship that students have with their smartphones (Echenique, Molías, & Bullen, 2015) can lead to additional stress when they are separated from them (Tams, Legoux, & Léger, 2018) referred to as Nomophobia, the fear of not having one’s smartphone (Aguilera-Manrique et al., 2018) and stress through Fear of Missing out (Beuningen & Kloosteram, 2018; Rosen, 2016). In some cases smartphone use can tend towards addiction (Montag & Reuter, 2017) which has been shown to be negatively related to academic performance (Baert, Vujic, Amez, & Claeskens, 2018; Felisoni & Godoi, 2018; Junco & Cotten, 2012; Lepp, Barkley, & Karpinski, 2015; Samaha & Hawi, 2016) since while smartphones can be a tool to support the learning processes, they can also be a source of distraction in the class (Beland & Murphy, 2015; Carrier, Rosen, Cheever, & Lim, 2015; Flanigan & Babchuk, 2015; Mendoza, Pody, Lee, Kim, & McDonough, 2018; Tindell & Bohlander, 2012). The human brain is vulnerable to distraction (Gazzaley & Rosen, 2016) and although students may consider they are ‘multi-tasking’ (Kirschner & Bruyckere, 2017), they are in fact task-switching which leads to inefficiency in task performance due to a strain on limited cognitive resources (Kirschner & van Merriënboer, 2013) and those who task-switch the most often overestimate their ability to do so (Ophir, Nass, & Wagner, 2009) with negative consequences for their study results (Carrier et al., 2015; Rosen, Carrier, & Cheever, 2013).
Enhancing students' learning through blended learning for engineering mathema...Dann Mallet
Presentation given by Iwona Czaplinski and Dann Mallet at the 2014 Australian Conference on Science and Mathematics Education. We discuss a project looking to enhance students' learning through the use of a connected, blended learning environment.
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Optimising mobile experiences - Online Educa Berlin 7th December 2018Zac Woolfitt
Technology in the class in the form of laptops, tablets and smartphones connect the student to the outside world as part of the learning process. Technology can both support the student learning but can also be a source of distraction. Research has focused on the distractive nature of technology in class such as laptops (Fried, 2008; Ravizza, Uitvlugt, & Fenn, 2017; Sana, Weston, & Cepeda, 2013). However, this study will focus specifically on smartphones in the class for the following reasons. Almost every college student in the Netherlands brings a smartphone with them to class, the smartphones are physically close to the student throughout the day which can lead to behaviour that makes it particularly difficult to disconnect from social networks. Students are more likely to view them as leisure devices (Lepp, Li, Barkley, & Salehi-Esfahani, 2015) which blurs the lines when this ‘leisure’ device is brought into the study environment of the classroom. The close (physical) relationship that students have with their smartphones (Echenique, Molías, & Bullen, 2015) can lead to additional stress when they are separated from them (Tams, Legoux, & Léger, 2018) referred to as Nomophobia, the fear of not having one’s smartphone (Aguilera-Manrique et al., 2018) and stress through Fear of Missing out (Beuningen & Kloosteram, 2018; Rosen, 2016). In some cases smartphone use can tend towards addiction (Montag & Reuter, 2017) which has been shown to be negatively related to academic performance (Baert, Vujic, Amez, & Claeskens, 2018; Felisoni & Godoi, 2018; Junco & Cotten, 2012; Lepp, Barkley, & Karpinski, 2015; Samaha & Hawi, 2016) since while smartphones can be a tool to support the learning processes, they can also be a source of distraction in the class (Beland & Murphy, 2015; Carrier, Rosen, Cheever, & Lim, 2015; Flanigan & Babchuk, 2015; Mendoza, Pody, Lee, Kim, & McDonough, 2018; Tindell & Bohlander, 2012). The human brain is vulnerable to distraction (Gazzaley & Rosen, 2016) and although students may consider they are ‘multi-tasking’ (Kirschner & Bruyckere, 2017), they are in fact task-switching which leads to inefficiency in task performance due to a strain on limited cognitive resources (Kirschner & van Merriënboer, 2013) and those who task-switch the most often overestimate their ability to do so (Ophir, Nass, & Wagner, 2009) with negative consequences for their study results (Carrier et al., 2015; Rosen, Carrier, & Cheever, 2013).
Enhancing students' learning through blended learning for engineering mathema...Dann Mallet
Presentation given by Iwona Czaplinski and Dann Mallet at the 2014 Australian Conference on Science and Mathematics Education. We discuss a project looking to enhance students' learning through the use of a connected, blended learning environment.
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Some Issues Affecting the Sustainability of Open Learning Courses James Aczel
Presentation about the openED 2.0 project, at the EDEN 2011 conference
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.
Exploring learner experiences in open cross-institutional and cross-boundary professional development courses in higher education,
a Phd project work-in-progress
Chrissi Nerantzi, Manchester Metropolitan University, United Kingdom, @chrissinerantzi
Feedback, Agency and Analytics in Virtual Learning Environments – Creating a ...Diogo Casanova
The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
Embedding MOOCs in University courses: experiences and lessons learnedSólveig Jakobsdóttir
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
RALF (Redesigning Assessment and Learning with feedback in the VLEs) ProjectDiogo Casanova
The RALF (Redesigning Assessment and Learning with feedback in the VLEs) project aims at clarifying the role of VLEs in assessment and feedback, understanding students’ perceptions of feedback and how they are being addressed in the VLE and, as importantly, understanding teachers’ perceptions of the constraints they have in their assessment and feedback practice in using the VLE. See further information at https://campuspress.uwl.ac.uk/ralf/
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
5 steps to becoming a change agent marketerAndy Lima
This Presentation was adapted from Seth Godin's most recent book 'This is marketing'. I have then developed 5 steps to becoming a change agent market based on the main idea of the book.
Improving Customer Engagement through Personalisation & Marketing AutomationAndy Lima
Workshop delivered for the Leeds business Week 2017 event with an emphasis on SMEs building a better customer engagement. Best practices for personalisation and marketing automation through data management, integrated IT architecture and creative content. We looked at how companies can improve their engagement through building personas, design customer journey, better customer interface through integrating IT support to core marketing activities.
This slide presentation is part of our digital strategy programme and put together in collaboration with my colleague Neil Kelley.
in here we look the Strategy part of SOSTAC (PR Smith), the RACE model (Dr. Dave Chaffey) some other models such as TOWS and Ansoff Matrix, and finally the introduction of a new e-marketing mix integrating on-line and off-line marketing activities.
Workshop delivered for the Enterprise and Innovation Academy on digital marketing for SMEs and workplace teams. The workshop is divided in five parts. Introduction, Digital Disruption, Content Marketing, Social Media and Planning.
This workshop was delivered along with practical tasks in another PowerPoint presentation. Participants were also encourage to use the internet to look for answers to the some of the tasks presented.
Introductory workshop aimed at sales and marketing teams - Build personas, understand channel option and collect relevant metrics linked to improved business performance and overall corporate goals.
Strategic Digital Marketing Planning FrameworkAndy Lima
3rd lecture focused on the digital marketing planning framework based on SOSTAC (PR Smith). This lecture aims to help student to build SMART objectives, understand what strategic formulation is, tactical implications, implementation and monitoring.
The Lecture is followed by 2 hours seminars with extra materials, videos and tasks.
Social Selling - Driving Sales and Profitability through Social EngagementAndy Lima
Workshop delivered at Leeds Business Week on 18/10/16
Some slides were altered to fit the platform
The idea was to introduce 5 practical steps business managers / owners can implement to grow their online presence and increase sales through social engagement.
In this presentation students have the opportunity to appreciate the changes in the wider environment affecting businesses in any particular sector. They also can use traditional models of analysis into a more digital context to appraise the relationships in the macro and micro environment of an organisation.
This lectures is followed by practical case studies, videos and activities students have to develop during the tutorial session.
Digital Strategy - Lecture 1 - The New Digital LandscapeAndy Lima
Lecture delivered on 28/09/2106 - format: debate and discussion
Leeds Business School
Exploring the new digital environment, disruption and innovation
(It works better when used with articles, reports and videos about disruption)
Several articles on disruption and innovation was used to guide students thoughts throughout the lecture.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
CHALLENGES OF ENGAGING STUDENTS THROUGH VIRTUAL LEARNING ENVIRONMENTS. A NEW FRAMEWORK FOR BLENDED LEARNING AT UK UNIVERSITIES
1. “CHALLENGES OF ENGAGING STUDENTS THROUGH VIRTUAL
LEARNING ENVIRONMENTS. A NEW FRAMEWORK FOR BLENDED LEARNING AT
UK UNIVERSITIES”
PRESENTATION FOR THE 13TH INTERNATIONAL CONFERENCE ON SOCIAL SCIENCE, VIENNA 6TH-7TH OCTOBER 2017
AFTAB DEAN, LEEDS BECKETT UNIVERSITY
ANDY LIMA, LEEDS BECKETT UNIVERSITY
e: a.dean@leedsbeckett.ac.uk
e: a.lima@leedsbeckett.ac.uk t: @andylimauk
2. PRESENTATION OUTLINE
Key reasons for importance of using a VLE;
Review of e-learning;
Pedagogy and VLE (Blended Learning);
Challenges and Criticisms;
Primary Research (Methodology);
Discussion of qualitative results;
Factor Analysis of survey results;
Proposed Integrated Learning Framework;
Recommendations.
3. HOW STUDENTS ARE LEARNING TODAY AND HOW WILL THEY BE
LEARNING IN THE NEXT 5, 10 OR 20 YEARS?
TL;DR
The story of Anita*, Ben* plus
everyone else in between…
We’ve got to be able to address the gap between the utility of
the service offer.
*Names were changed to preserve their anonymity
4. (WHAT WE WANTED TO FIND OUT)
CATALYSTS FOR E-LEARNING:
Increasing global competition for HE institutions;
Rising cost of education in the western hemisphere (tuition fees has created
a customer value culture) thus students expect more (hefty fees);
Student expectations high for instant gratification (accelerated through use
of Google, Wikipedia, YouTube, Online Forums, etc);
Advances in technology and wireless connection is creating new
opportunities to engage with students; (flexible, easy access and convenient)
(Croxton, 2014)
New online entrants to the market (Coursera, Futurelearn, edX and Udacity);
Technology learning systems are proving to be major factor in influencing
student choice of study. (seeing now as competitive advantage) (Redecker et
al. 2011);
5. ADOPTION OF TECHNOLOGY FOR PEDAGOGY:
COST VS ENGAGEMENT?
Increasingly online (VLE) systems are being
adopted to reduce the cost of engaging with
students (Schedjbal, 2012).
Challenges of attracting and retaining
students – Struggle to move fast and choice
of TEL (Schedjbal, 2012) – missing seeing
students as ‘customers’ - Student Experience
Design (SXD)
Traditional online resources are gradually
moving towards blended learning systems
such as Flipped Learning.
6. WHAT WE HAVE FOUND: LITERATURE REVIEW
EVOLUTION OF E-LEARNING
HPR One Year or Less Two to Three Years Four to Five Years
2008 - Grassroots Video
- Collaborations Webs
- Mobile Broadband
- Data Mashups
- Collective Intelligence
- Social OSs
2009 - Mobiles
- Cloud Computing
- Geo Everything
- The Personal Web
- Semantic Aware Apps
- Smart Objects
2010 - Mobile Computing
- Open Content
- Electronic Books
- Simple Augmented Reality
- Gesture-Based Computing
- Visual Data Analysis
2011 - Electronic Books
- Mobiles
- Augmented Reality
- Game-based Learning
- Game-Based Learning
- Learning Analytics
2012 - Mobile Applications
- Tablet computing
- Gesture-Based Computing
- Learning Analytics
- Gesture-Based Computing
- Internet of Things
2013 - MOOCs
- Tablet Computing
- Game & Gamification
- Learning Analytics
- 3D Printing
- Wearable Technology
2014 - Flipped Classroom
- Learning Analytics
- 3D printing
- Games and Gamification
- Quantified Self
- Virtual Assistants
2015 - Bring Your Own Device
(BYWD)
- Flipped Classroom
- (Learning Analytics)
- (Mobile Apps)
- Makerspaces
- Wearable Technology
- (Collaborative Environments)
- (Games & Gamification)
- Adaptive Learning
Technologies
- The Internet of Things
- (Wireless Power)
- (Flexible Displays)
(Source: Naaji et. al. 2015).
(BYOD)
7. PEDAGOGY AND VLE
Technology is not only affecting what students will learn, but also how they will learn (where,
when, what). These changes in technology and pedagogy have resulted in transformed
habits of learning behaviour due to access to constant information and exposure to
distractions (Persico & Pozzi, 2015). Three elements – technology, learning content and
learning design (Fee, 2009).
Educators must evaluate how students are using technology (Persico & Pozzi, 2015)
Martinez-Caro and Campuzano-Bolarin (2011) revealed that satisfaction was significantly
greater in blended learning courses than the traditional face to face courses.
Flipped Learning - a flipped classroom approach requires students to undertake significant
pre-class preparation that involves :
watching pre-recorded lecture videos and
reviewing academic and practitioner material
Use traditional class time for discussion and problem solving of the subject topic.
8. ENGAGING STUDENTS IN A BLENDED LEARNING ENVIRONMENT
Ubiquitous learning must deliver not only highly dynamic, adaptable and
engaging virtual experiences but also to address individual needs of learners
offering personalised experiences. It must offer opportunities to integrate
into people’s lives and allow them to adapt their training objectives, schedule
and pace to individual needs and preferences (Redecker, 2011)
Satisfaction was significantly greater in blended learning courses than in
tradition face-to-face only programs.
Face-to-face time should not be replaced entirely by other forms of learning
but rather used in addition to (Lily et al., 2014) (Platt et al., 2014)
Positive impact on students performance and more engagement in
classroom.
9. CHALLENGES AND CRITICISMS
Some of the criticisms discovered by looking at current literature (Bergmann, 2011) - Video lectures
lead to less engaged students, classes will become too big to support engagement with students, it’s
just bad lecture on video, students with limited access to technology are disadvantaged.
Key differences between tutors and students about information that should be made available to
students (Reed and Watmough, 2015).
Main challenges related to lack or resources and time scarcity of tutors (resources and cultural inertia
challenges).
Many times is hard to get the right balance between collaborators, contents and services as well as to
appreciate students’ physical context (where and when), where learners find themselves into (time and
space), which learning resources are available for them and who are going to support their needs
(Ogata &Yano, 2004; Zhang, Jin & Lin, 2005).
Lack of consistency between modules (Ben, 2013) are driving universities to introduce ‘templates’ that
offer minimum standards (Reed, 2014).
They fail to integrate with what is already on offer outside the academic world where students are
already well placed. (Crosslin, 2010; Kloos at al., 2011)
10. WHAT WE HAVE FOUND: PRIMARY RESEARCH
Methodology – Mixed Methods: three stages
Stage 1: Focus Groups (5)
Stage 2: Open ended Questionnaire (sample size 200 [121 accepted])
Stage 3: Design and administration of survey instrument (sample size 300 [266
accepted])
Target Sample Group: Post 92 University based in a major city in the North of
England with one of the largest student populations in the country. Students all
UK based.
11. FOCUS GROUP: DISCUSSING OF FOUR KEY QUESTIONS (STAGE 1)
Reasons why blackboard is used?
Key benefits of VLE system?
Improvements required from
system?
What resources tutors need to
make available to students?
12. CONFIRMING FINDINGS FROM FOCUS GROUPS - KEY FINDINGS FROM OPEN-ENDED SURVEY
(STAGE 2): HOW COULD BLACKBOARD BE IMPROVED? IMPROVEMENTS THAT WOULD RESULT
IN GREATER USE OF BLACKBOARD:
Reduce number of times system is unavailable. 25
Information on lecture cancellations 16
More help and information on assignment 15
Better design and layout of uploaded information 13
Easier user interface 10
All module links available 8
Forums for students to engage in discussions 6
Lecture slides to be uploaded 4
Tutor details to be available 4
13. SUMMARY OF STAGE 2 RESULTS ON IMPROVEMENTS REQUIRED FROM VLE: (8
THEMES IDENTIFIED THAT WERE TRANSLATED INTO 22 ORDINAL QUESTIONS
THE QUESTIONNAIRE)
1. More Discussion forums;
2. More help for assignment / revision
sessions;
3. Examples of previous work / worked
examples;
4. Weekly quizzes;
5. Multimedia upload: Podcasts / Videos;
6. Video conferencing / online discussions;
7. Improved navigation to location
information;
8. Notification of class cancellation;
14. QUESTIONNAIRE SURVEY RESULTS (STAGE 3) ON IDENTIFYING GROUPING OF RESULTS
BASED ON 22 ITEMS THAT WOULD IMPROVE THE VLE SYSTEM. FACTOR ANALYSIS REVEALS
THREE GROUPS
15. WHAT THE RESEARCH HAS SUGGESTED:
THE THREE FACTORS SOLUTION
1) Supplementary and Integration in
the Course Material;
2) More Online Engagement
Activities (two-way);
3) Multimedia Resources
(entertaining).
16. RECOMMENDATIONS
Development of a coherent vision and strategy for a VLE to enhance the student learning
experience;
Agreement and articulation of the minimum expectations from any module that is offered
on the VLE system;
Dedicated investment in training tutors to become familiar with the online learning systems
and their range of tools to engage students;
Facilitating collaboration between tutors and media / multimedia designers to design visual
content that captures the attention of users;
Utilising metric to capture the student engagement with the e-learning modules;
Development of pedagogical activities that capitalises on the capabilities of technology to
engage and empower student learning independently.
Investing in other physical resources to facilitate learning.
18. HOW STUDENTS ARE LEARNING TODAY AND HOW WILL THEY BE
LEARNING IN THE NEXT 5, 10 OR 20 YEARS?
How can we help Anita*, Ben*
plus everyone else in
between… to improve their
learning experiences?
*Names were changed to preserve their anonymity
Editor's Notes
4 ‘Whats’ – research question, findings in literature and primary research, suggestions
Who lectures and delivers seminars in here
“Many Universities manage billions in research funding, but there is usually no R&D budget for their own product, namely delivering education to willing buyers” (Michael Stanton (2014) Education are missing our on an explosive growth sector: Their Own. Harvard Business Review)
Education has undoubtedly been commoditised and as a good. As suggested by American entrepreneur Peter Theil (Cited in Hellweg, 2013), it may function as both learning and insurance access platform.
Another aspect of HE is that, in contrast to most other industries that have faced disruption, the top 10 providers are still the same for the last 40 decades or so. The question is how much longer will they be there? Not even Coursera’s founder Daphne Koller could anticipate the scale and impact of the MOOCs.
Udacity, Coursera and edX, aka ‘The Big Three’ have crossed the barrier of 40 million active students. What does it mean for traditional universities? MIT’s president Raphael Reif struggles to see how his institution can carry on justifying charging $50,0000 for tuition much longer and that is a big problem not only for them for many other universities that are starting to see their numbers dwindling.
Retire in Ibiza sipping Pina Colada or going into universal income
Adoption is happening mostly without the formulation of a clear strategy, implementation plan, monitoring and evaluation.
Publisher as slowly integrating vertically and moving towards teaching. (Pearson, Cenage and McGraw-Hill).
Fear of failure put them off to return (Conroy et al. 2008; Docan 2006)
Ubiquitous learning spaces of learning ecosystems are growing in many parts of the worlds (Yang, 2016). These systems must be intuitive and context aware, and besides it must generate data and metrics for performance evaluation. If we have a 360 view of the customer, why not to research a 360 view of the students???
Think of length, breadth and depth for curriculum development.
Cost of staffing and labour costs (Schedjbal, 2012)
Integration of pedagogy, technology with students’ own environment.
UK’s new Teaching Excellence Framework is changing things for Universities.
Pedagogical and Technological gap (Naaji et al., 2015)
- rigid policies in forma education related to curricular systems and assessment practices
- lack of investment in tutor training of VLE capabilities to explore, understand, evaluate and use best practices to engage.
- develop scenarios and best cases are still presented in a formal maner.
Content intelligent and context aware
Six to eight people each focus group
Open ended questionnaire to increase the validity of the research enabling the identification of key themes identified - what they thought was important for them.
(Advanced Statistic Model)
Qualitative and quantitate approach to data collection with a sequential mixed method approach allowing to create a more granular understanding of the students experience of using a VLE system.
Summary of the qualitative research gave us 8 themes
mathematical review shows 3 variables / categories
22 variables were then grouped in three main components given that students who answered them as top would also ascribe similar value to the others.
The three components offered similar answers that can be What factor analysis does is to find patterns and similarities. My colleague Aftab have used oblique rotation (as octagonal factors are not correlated). Correlation analysis reveals that they are all correlated therefore the best factor analysis would be oblique analysis or correlated.
1) Supplementary Course Material – increased guidance and clarity, coordination and integration between all the tasks and components in the course.
2) Online Engagement Activities – empowerment, interactivity and use of cross-platforms, give them a voice.
3) Multimedia Resources – videos and images, multimedia.
This are all underpinned by web 2.0 developments and the increase use of social media platforms.
Clear objectives, strategic formulation with the identification of different segments and audiences, analytics and metrics, designing of a solid student experience, student mapping (SXD).