Experiences of developing institutional digital capibilities
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Experiences of developing institutional digital capibilities
- 1. ‘Experiences of developing institutional digital capabilities’ Chris Rowell - Regent’s University London 22nd June 2017
- 3. Staff…..
- 4. What we do…
- 6. The 12 Apps of Christmas What is it? 3 iterations...so far
- 7. • Trial a specific app for learning/teaching/research in own context based on an informed rationale • Reflect on how apps can be used within their learning, teaching and research context. • Discuss opportunities and challenges which influence more widely the use of apps in Higher Education. Learning Outcomes:
- 8. 2015 apps…. Mixture of apps….
- 11. Pre-course survey (2015): 1087 have enrolled by the end of the course 431 have completed the pre-course survey. 910 comments on the discussion boards. Most participants heard about the course from a friend or colleague – 32% Gender split: 78% Female 19% Male 3% Other/Unanswered Top 3 locations: United Kingdom 83.063%, Europe (other than UK) 4.64%, Australasia 7.890% Top 3 areas of employment: Librarians 47.332%, Lecturers/teachers 26.21%, Learning technologist 12.21% Biggest age group 36-45, 34.12% Reasons for doing 12AoC: 36.659% thought about integrating mobile apps but were not sure how to go about it Percentage NOT taken a course delivered mostly or fully online before, 29.93%
- 12. Evaluation…..(1) 106.41 281.73 227.47 188.2 156.95 139.98 80.35 122.65 95.98 122.24 112.52 111.91 113.49 0 50 100 150 200 250 300 Day 0 Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Hours Days Hours spent on 12AoC course 2015
- 13. Evaluation…(2): End of course survey: ‘The course was fantastic. The format and the course content was just right’. ‘really liked how the communities via twitter and discussion boards helped contextualise the apps- the course really provoked me to have a try- thank you I learned loads’ ‘RUL12Aoc is quickly turning into a national institution, so please keep doing what you are doing, it is great!’
- 14. Evaluation (3): Post course survey (103 respondents). - 3 months after the course finished 3. 13 Interviews (of participants and facilitators) - Themes that emerged: Christmas/Fun, Collaboration, Discussion, Course Activity, Improvements, Improvements, Role of Facilitator, Task Difficulty, Task Flexibility, Twitter, Changing Behaviour, Using apps, Personal/Professional divide,
- 15. Top tips for running a similar course: Allocate enough time. Course design. Motivation. Develop a team.
- 17. 10 Days of Twitter at Regents Uni….
- 18. Other things that have worked….#TOTT
- 20. Projects:
- 21. Regrets, I’ve had a few…..
- 22. The future….
- 24. Conclusion: What makes BishopG different? What do you want to do with your teaching and learning? How does your Learning Technology affect the student experience? How best do you want to support your staff/students? Do you know what support/training/guidance you staff want/need?
- 26. 2 ways to Vote with Poll Everywhere 1. Poll Everywhere App Download the app Once installed open the app and click “I’m participating”. Enter the following details in the “join a presentation” box: PollEv.com/regentsuni Click “Join” and follow the voting instructions. 2. Via a web browser Open your web browser and type the following in to the address bar: PollEv.com/regentsuni Follow the voting instructions on screen.
Editor's Notes
- Introduction. Thank you for inviting me. My role – Deputy LT Manager – since 2010. (Story of the Dean) Responsible for: My focus is on the staff. LT systems (Blackboard, Turntin, PE, etc) Staff Training (Workshops, 121s, Bespoke departmental training etc)
- Regent’s Uni: Private - Not for profit uni – Gained university status in 2012 4,800 students (3,381 FTE) - Ave class size 13 - 80% overseas students (top 5 US/Italian/French/German/Russian) 462 academics (233 FTE) 3 faculties: BAM – Business related courses HASS: School of Film and Media + Psychotherapy + Fashion & Design, Creative & Liberal Arts RILC – Modern Foreign Languages = English Language school Learning Tech Blackboard – Medial – Turnitin – Poll Everywhere – Lynda.com – Bob. All of these have been introduced since 2010. Previously we didn’t have any of these.
- Out T&L conference last week – workshop “Social Media and online Identity” Ellie – Young Lecturer in Human Resources – just finished her Phd - new to teaching –developing new teaching resources John - Principle Lecturer in Economics and Finance – extra responsibilities – Reuters Financial data Asif – Senior Lecturer in Strategy – been teaching the same modules for over 30 years Bhavini – Senior Lecturer in Marketing – Just developed new MA in digital Marketing Andrew – Head of Programme for Event Management - A lot of management responsibilities The typical lecturer: Busy: juggling many roles, Management/marking/meetings etc– teaching only one part of the story Research active – there own personal research All feel like they should be doing more… Nervous/anxiety/outside there comfort zone Lack of head space
- Regents Zoo! Top Down: Digital literacy + Bb Minimum standards… Bottom up: Online courses… Workshops… Departmental Training One to Ones Guides/Videos Digital Champions Tricks of the trade Innovation projects Minimum Standards…
- Our digital capabilities is set out in Digital Literacies Strategy …which includes Bb min standards - Closely aligned to our teaching learning and assessment strategy which is different to other unis……(Interactive teaching – Personalised student experience – learners of many different cultures) Bb min standards: 3 E’s Essential – What must go into all modules (Reading list- Module outline – Content such as handout, videos etc) Enhance – more advanced features in Bb – adding Lynda.com content – giving digital feedback Extend – New and emerging technologies. Introduced because; DVP told me to do it….. Feedback from students – wanted consistent content in their modules.
- Boottom UP…. 12AoC - 3 Iterations I first created the 12AoC in in December 2014 and in the first year it attracted over 500 participants to the course. 2015 – over 1000 2016 – nearly 1500 Q> Why I ran the course? A> I ran workshops and they were poorly attended – yet when I ask the lecturers they seemed very keen but said they didn’t have the time. About the course. The course runs over twelve days and like an Advent calendar a new app is revealed each day. Initially, I advertised my course just to staff at my university but I then made it an open access course where anyone could sign up for it. I wanted to run the course in December when the exam boards were completed and potentially lecturers had more time to think about their own professional development. The Christmas theme seemed like a good way to attract their attention at this time of the year. I repeated the course in2015 and again last December in 2016 where I used a similar course structure but 12 different apps. Over 1000 participants enrolled on the second iteration of the course and this increased to nearly. Advertised it via my own PLN The via ALT and SEDA
- 3 things Try out new apps – so many apps around dint know which ones were useful Reflect on them – Are they any use to their own teaching Share experience of using them – To find out how other people were using them
- Mixture of apps Institutional (to Regents); BB student 2. Social Media: Instagram Whatsapp 3. Classroom based; Sli.Do 4. Up and coming/New: Periscope 5. Fun: Elf Yourself
- Course design. The course was developed on the Blackboard Open Education platform. This is a separate system from Regents’ University Virtual Learning Environment (VLE) designed for the delivery of open online courses. On each day I introduced a different app to the participants. The course site gave a summary of what the app can do and how it could be used. Next participants were invited to download the app onto their own smartphone or tablet and then attempt a ’10 Minute activity’. It was expected that most participants would be able to complete the activity in less than 10 minutes. The activity was a simple practical task that aimed to get the participant to use the app. It was not aimed at using the full functionality of the app.
- Course design – Part 2.
- 1087 have enrolled by the end of the course 431 have completed the pre-course survey. 910 comments on the discussion boards. Most participants heard about the course from a friend or colleague – 32% Gender split: 78% Female 19% Male 3% Other/Unanswered Top 3 locations: United Kingdom 83.063%, Europe (other than UK) 4.64%, Australasia 7.890% Top 3 areas of employment: Librarians 47.332%, Lecturers/teachers 26.21%, Learning technologist 12.21% Biggest age group 36-45, 34.12% Reasons for doing 12AoC: 36.659% thought about integrating mobile apps but were not sure how to go about it Percentage NOT taken a course delivered mostly or fully online before, 29.93%
- The table above (Summary of Appendix 1) shows the total number of hours spent by participants on the course starting on the 30th November 2015 (Day 0) and finishing on 15th December 2015 (Day 12). The general trend is apparent with a relatively high number of hours spent on Day 1 of the course (281.73) and declining over the subsequent period of the course. This is quite typical of most MOOC’s where they experience high dropout rates (Meyer, 2012).
- The course was fantastic. The format and the course content was just right. RUL12Aoc is quickly turning into a national institution, so please keep doing what you are doing, it is great! really liked how the communities via twitter and discussion boards helped contextualise the apps- the course really provoked me to have a try- thank you I learned loads
- Themes: Christmas/Fun (12) Collaboration (Participants networking) (10) Discussion (mainly discussion boards) (11) Course Activity (28) Improvements (10) Role of Facilitator (10) Task Difficulty (6) Task Flexibility (9) Twitter (4)………………………………..Twitter discussions really important Changing Behaviour (33) Using apps (21) Personal/Professional divide (6)
- Allocate enough time. Planning, organising and running the 12AoC course does require a significant amount of time. It is difficult to quantify how much time it actually took in total. But as the lead organiser I frequently checked the discussion boards and the Twitter timeline throughout the 12 days. I would recommend that you keep the course to a maximum of 12 days – maybe 13 if you add a preliminary task. Also as the 12AoC is a CPD activity don’t run the course over the weekend. Course design. Be careful not to ‘overdesign’ the course and add too much content. Remember this is a CPD course designed for busy professionals. The feedback form, the surveys and Interviews showed that respondents like the short ‘bite-sized’ tasks, they liked the space to play and experiment and the ability to connect with others. Think about motivation levels. It is important to think about the motivation levels of your participants over the whole duration of the course. Like most MOOCs for a variety of reasons (that I have discussed elsewhere) their engagement with the activities will drop of over time. I used a small scale competition towards the end of the course with nominal competition prizes to try and re-engage participants’ activity. On the day of the Animoto app the task was to create a short video and share it with others via Twitter or on the discussion board. Develop a team. Don’t just run the course on your own. I asked a variety of people in my University, two ‘contacts’ from other Universities and freelance consultant to be co-facilitators. This involved them choosing an app they were familiar with and then writing the ‘10 minute task’, ‘further tasks’, finding relevant links/articles and crucially, responding to the discussion about their apps on the day.
- Tour de Blackboard: Supports our Minimum standards Run over 10 days Similar format to 12AoC – 10 Minute activity per day
- 10 days of Twitter…you get the format!
- Tricks of the trade… Run for 5 years – every weds 1 to 2pm Show and tell where lecturers show what they are doing… I just ask people….
- Workshop for Departments/schools or course… Still a need for workshop that lecturers bool up to but this works better often…
- Individual projects….Twalks etc
- Rosetta Stone….. Why didn’t it work? 2 reasons: Didn’t start with the pedagogy Does it fit with the institution?
- These are uncertain times…..Trump/Brexit Also for HE... Increasingly globalised and marketised …increase auditing of academic activity. Good example of this is the #TEF…. The digital learning environment and how lecturers manage this
- LT can transform the learning in the classroom…. We can embed to digital skills need to: Make learning fun and enjoyable Help them achieve their qualifications Give students the right type of skills they need in the work place But overall make their learning more effective…