This document summarizes Professor Mark Brown's presentation on integrating Epigeum modules into Stream+ at the University & College Teaching Conference in Birmingham. The presentation discussed 3 key areas: 1) Brown's background and the establishment of Ireland's National Institute for Digital Learning, 2) the institute's framework for developing teaching excellence, which includes online modules, credentials programs, and a peer review system; and 3) experiences implementing self-directed, facilitated and customized teaching modules, noting challenges around localization, impact measurement, and resource intensiveness.

1. Diving Deeper:
Integrating Epigeum Modules into Stream+
Professor Mark Brown
Presentation at University & College Teaching Conference
Birmingham, 19th September 2014

2. Pop quiz…
If this is the question, then what is the answer?

3. Avoiding the technology bungy…

4. Great leaps of faith…

5. 1. Background
2. Development Framework
3. Implementation Experiences
Outline…

6. Key point…
Even if you have all the latest equipment
you still need to be taught how to dive

7. • Officially launched 28th November, 2013 by
Minister Ruairi Quinn and Lord David Putnam,
Ireland’s Digital Ambassador
• Mark arrived in February 2014 as the new
Director and Ireland’s first chair in Digital
Learning
1. Background

8. • Officially launched 28th November, 2013 by
Minister Ruairi Quinn and Lord David Putnam,
Ireland’s Digital Ambassador
• Mark arrived in February 2014 as the new
Director and Ireland’s first chair in Digital
Learning
• Past President of New Zealand Association for Open,
Flexible and Distance Learning
• Previous Coordinator of the Central Hub of Ako
Aotearoa
* Previous Director of National Centre for Teaching and
Learning at Massey University, New Zealand
• Previous Director of Distance Education and Learning
Futures Alliance (DELFA) at Massey University
1. Background

9. Auckland Palmerston North Wellington
Distance
Worldwide
32,000 students
1. Background

10. LMS OLE
£2.5m for implementation | £400K for Moodle 2.X upgrade
(2009) (2012)
Over 4000 Online Environments
1. Background

11. 1. Background

12. 1. Background

13. 1. Background

14. 1. Background

15. “To read or hear about something is not the
same as experiencing it, and it is often only
by actual experience that understanding and
change can come about”
(van Mentis, 1999, p11).
1. Background

16. 1. Background

17. 1. Background

18. 1. Background

19. 1. Background

20. 1. Background

21. 1. Background
http://www.open2study.com

22. Teaching Excellence…
• Planning and Design for Learning
• Facilitating Learning
• Assessing Student Learning
• Evaluating Teaching and Learning
• Professional Development and Teaching Leadership
2. Development Framework

23. Core Principles…
1. Treats teachers as learners
2. Helps teachers to design environments for
learning
3. Recognises that teachers’ learning best occurs in
a meaningful and socially interactive environment
4. Is underpinned by a strong foundation in the
pedagogy of digital learning – new normal
5. Is learner and learning driven rather than
technology-led
2. Development Framework

24. 6. Involves a variety of professional learning
opportunities
7. Inclusive of all staff including casual teachers and
those who support teaching
8. Reflects the complexity of teaching and subject
differences
9. Builds communities of interest and a culture of
continuous enhancement
10. Provides opportunities to identify, acknowledge and
celebrate success
2. Development Framework

25. “Because no two students have the same needs and no two
teachers arrive at their best performance in the same way,
theoretical exclusivity and didactic single-mindedness
can be trusted to make even the best
educational ideas fail”.
(Sfard, 1998, p.11)
2. Development Framework

26. - Doctor of Education (EdD)
- MEd (Adult Education or eLearning)
- PGDipEd (Adult Education or eLearning)
- PGCert Tertiary Teaching
Ed Tech
Support and
Teaching
Development for
Experienced
Academic Staff
Support for
New and
Early Career
Staff
Accredited
Qualifications
Available to
all Staff
Just in Time Support
- Website
- TALK Blog
- Stream4Staff
- Stream Hotline
- Teaching Showcase
- Spotlight on Videos
- Quick Reference Guides
- Ako Aotearoa Resources
Principles - Core Domains
Key Services
- Major Peak Events
- Academic Fellowship
Scheme
- Teaching Awards and
Grants
- Regular ‘Hot Topic’
Roundtables
- Peer Assistance and
Review of Teaching
- Self-directed Online
Teaching Modules
- Core Teaching
Development Modules
- Stream-related Teaching
Development
- Customised Teaching
Development
- Teaching Evaluation Tools
- Welcome Letter - Individual Consultations
- Introduction Flyers
- Online Tutor Guide
- Welcome to Massey Coffee
- Online Module for Casual Staff
- Foundation to Teaching & Learning Course
2. Development Framework

27. Quality Enhancement Framework
Teaching
Evaluation Data
Peer
Assistance
& Review
of Teaching
(PART)
Course Planning
& Development Tool
Guidelines for
Effective Practice
Accessibility
Guidelines
Course
Self-review Checklist
Student
Workload Calculator
Design for
Learning
Resources for
Learning
Facilitating
Learning
Assessment for
Learning
Evaluating
Teaching
Professional
Learning
2. Development Framework

28. http://peerreview.massey.ac.nz
2. Development Framework

29. Key features…
• High level of trust
• Owned by academics
• Main focus on course design
• Formative and provides constructive feedback
• Aims to promote pedagogical conversations
• Benefits both reviewers and reviewees
• Remains confidential
2. Development Framework

30. Three examples…
• Self-directed
• Facilitated modules
• Customised packages
3. Implementation Experiences

31. 3. Implementation Experiences
Self-directed

32. 3. Implementation Experiences
Self-directed

33. Lessons….
• Lacks local contextualisation
• Acquisition metaphor of learning
• Content does not change pedagogy
• Limited opportunities for personalisation
• Promotes only one type of learning interactivity
3. Implementation Experiences

34. Learner-Content
Interaction
Learner-learner
Interaction
Teacher-Learner
Interaction
Interactivity
Framework
3. Implementation Experiences

35. Learner-Content
Interaction
Learner-learner
Interaction
Teacher-Learner
Interaction
Interactivity
Framework
Place of Learning
(Where Learning Occurs)
Mode of Learning
(How Learning Occurs)
Pace of Learning
(When Learning Occurs)
3. Implementation Experiences

36. 3. Implementation Experiences
Facilitated modules

37. CPD compass…
Learning by sharing
(Connectivist)
Learning by listening
(Instructionist)
Learning by doing
(Constructivist)
Learning by making
(Constructionist)
3. Implementation Experiences

38. Lessons….
• If we build it they will come!
• If we offer it they will use it!
• If we get them they will change
• Not particularly disruptive experience
• Very difficult to demonstrate real impact
3. Implementation Experiences

39. 3. Implementation Experiences
Customised packages

40. 3. Implementation Experiences
Customised packages

41. Lessons….
• Time consuming
• No single delivery model
• Can become quite fragmented
• Highly idiosyncratic requirements
• Technically quite labour intensive
3. Implementation Experiences

42. In sum….
• Importance of Institutional culture
• Alignment with overarching philosophy
• Needs coordination and professional leadership
3. Implementation Experiences

43. Final comments

44. Discussion…

45. Professor Mark Brown
Director, National Institute for Digital Learning
mark.brown@dcu.ie
@mbrownz
http://www.slideshare.net/mbrownz