Mulligan, B., Mulligan, B., Schroeder, R. "Faculty Centric Online Learning- An old tradition in a new format." EDUCA Online Conference, Berlin, Nov 30 - Dec 2, 2011
Brian Mulligan, Head of Online Learning Innovation at the Institute of Technology Sligo in Ireland, explores barriers to innovation in education. Over his career, Mulligan has tried several innovations, with some successes and some failures. He identifies many potential barriers, including quality assurance, funding, technology implementation, expectations, regulations, access to technology, ideology, communication challenges, risk aversion, and lack of professional training. Mulligan believes most innovations fail initially, like many of Edison's light bulbs, and discusses barriers with conference attendees to gather ideas for addressing them.
OOFHEC2017 How to build a MOOC on a budget and why.Brian Mulligan
MOOCs have been described as having the potential to make education much more accessible to many who previously could not afford it. However, the production costs that have been reported in the past have led many to suggest that they cannot be financially sustainable (Hollands and Devayani, 2014). If so, MOOCs will not emerge in topics with more narrow appeal such as in specialized topics or in minority languages (Woruba and Abedin, 2015). This presentation will give an overview of the Erasmus+ funded Locomotion Project which between 2015 and 2017 built and delivered the MOOCs4all MOOC; “Making MOOCs on a Budget”, to disseminate techniques on how to cheaply build an open course. It will also discuss the relatively modest uptake of the MOOC and barriers, other than cost, inhibiting the creation of MOOCs and invite contributions from the audience on how these can be overcome.
IT Sligo Online - the past and the future.Brian Mulligan
This document discusses the development of online learning at the Institute of Technology Sligo. It began in 2002 with live online evening classes for continuing education students. Enrollment grew steadily, reaching 4,500 online learners by 2020. The COVID-19 pandemic accelerated the transition to fully online learning. The document outlines different models of online learning that have emerged, from digitization of traditional classes to more transformative approaches using technologies like adaptive learning and micro-credentials. It also discusses barriers to digital transformation and strategies institutions can take to support more innovation in online and lifelong learning.
The document discusses innovative advising practices using technology at the University of Hawaii at Manoa College of Education Office of Student Academic Services (OSAS). It outlines OSAS's rationale for embracing technology due to reduced advising faculty, limited budgets, and increased student enrollment. Current technological practices described include an online student information system, online advising modules, web conferencing, virtual world advising, and social media. Future directions discussed are a Native Hawaiian student support site, an online appointment scheduler, touch screens, and iPad use. Challenges mentioned are keeping up with technology changes, work-life balance, teaching users new technologies, technical issues, and security.
The document discusses the transition of London Metropolitan University from using WebCT to Blackboard Vista between 2006-2007, noting the challenges of requiring all staff to use Blackboard with only 2 learning technologists, and outlines the current training and support services provided through scheduled open sessions, bookable surgeries, and departmental training to help over 60% of modules now use Blackboard.
London Metropolitan University has approximately 34,000 students from 150 countries supported by around 3,000 staff members. In 2006-2007, the university migrated from its previous learning management system, WebCT, to Blackboard Vista, piloting it in some departments. With only 1-2 learning technologists, training consisted of twice daily basic Blackboard sessions and bespoke departmental training. Now, the university aims for 100% Blackboard usage but still only has 2 learning technologists providing open and customized training, online support, and half-hour one-on-one Blackboard surgeries. Over 60% of modules are now online, and customer satisfaction is high, but more staff are needed for effective learning technology support.
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
The document discusses forecasts for learning and technology drivers in education. It notes that cloud solutions can help address total cost of ownership, capital vs operational costs, and make updating and support easier. Personalized learning, access to subject matter experts, data-driven decision making, and assessment are also pedagogical drivers. Links are provided to the proposed National Education Network in New Zealand and the London Grid for Learning as examples of connecting schools.
Brian Mulligan, Head of Online Learning Innovation at the Institute of Technology Sligo in Ireland, explores barriers to innovation in education. Over his career, Mulligan has tried several innovations, with some successes and some failures. He identifies many potential barriers, including quality assurance, funding, technology implementation, expectations, regulations, access to technology, ideology, communication challenges, risk aversion, and lack of professional training. Mulligan believes most innovations fail initially, like many of Edison's light bulbs, and discusses barriers with conference attendees to gather ideas for addressing them.
OOFHEC2017 How to build a MOOC on a budget and why.Brian Mulligan
MOOCs have been described as having the potential to make education much more accessible to many who previously could not afford it. However, the production costs that have been reported in the past have led many to suggest that they cannot be financially sustainable (Hollands and Devayani, 2014). If so, MOOCs will not emerge in topics with more narrow appeal such as in specialized topics or in minority languages (Woruba and Abedin, 2015). This presentation will give an overview of the Erasmus+ funded Locomotion Project which between 2015 and 2017 built and delivered the MOOCs4all MOOC; “Making MOOCs on a Budget”, to disseminate techniques on how to cheaply build an open course. It will also discuss the relatively modest uptake of the MOOC and barriers, other than cost, inhibiting the creation of MOOCs and invite contributions from the audience on how these can be overcome.
IT Sligo Online - the past and the future.Brian Mulligan
This document discusses the development of online learning at the Institute of Technology Sligo. It began in 2002 with live online evening classes for continuing education students. Enrollment grew steadily, reaching 4,500 online learners by 2020. The COVID-19 pandemic accelerated the transition to fully online learning. The document outlines different models of online learning that have emerged, from digitization of traditional classes to more transformative approaches using technologies like adaptive learning and micro-credentials. It also discusses barriers to digital transformation and strategies institutions can take to support more innovation in online and lifelong learning.
The document discusses innovative advising practices using technology at the University of Hawaii at Manoa College of Education Office of Student Academic Services (OSAS). It outlines OSAS's rationale for embracing technology due to reduced advising faculty, limited budgets, and increased student enrollment. Current technological practices described include an online student information system, online advising modules, web conferencing, virtual world advising, and social media. Future directions discussed are a Native Hawaiian student support site, an online appointment scheduler, touch screens, and iPad use. Challenges mentioned are keeping up with technology changes, work-life balance, teaching users new technologies, technical issues, and security.
The document discusses the transition of London Metropolitan University from using WebCT to Blackboard Vista between 2006-2007, noting the challenges of requiring all staff to use Blackboard with only 2 learning technologists, and outlines the current training and support services provided through scheduled open sessions, bookable surgeries, and departmental training to help over 60% of modules now use Blackboard.
London Metropolitan University has approximately 34,000 students from 150 countries supported by around 3,000 staff members. In 2006-2007, the university migrated from its previous learning management system, WebCT, to Blackboard Vista, piloting it in some departments. With only 1-2 learning technologists, training consisted of twice daily basic Blackboard sessions and bespoke departmental training. Now, the university aims for 100% Blackboard usage but still only has 2 learning technologists providing open and customized training, online support, and half-hour one-on-one Blackboard surgeries. Over 60% of modules are now online, and customer satisfaction is high, but more staff are needed for effective learning technology support.
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
The document discusses forecasts for learning and technology drivers in education. It notes that cloud solutions can help address total cost of ownership, capital vs operational costs, and make updating and support easier. Personalized learning, access to subject matter experts, data-driven decision making, and assessment are also pedagogical drivers. Links are provided to the proposed National Education Network in New Zealand and the London Grid for Learning as examples of connecting schools.
Moving a large university online in 9 years: laying the foundation for blend...Jessica Gramp
As student and staff numbers at University College London (UCL) grow, we need to think more about our approach to scaling up institutional use of e-learning.
This presentation explores each element of our approach that helped us achieve widespread adoption of the Moodle Virtual Learning Environment, including:
*Technology (and integrations)
*Networks
*Guidance
*Training
*Policies
*Qualifications
This document discusses revisiting course design in distance and e-learning in light of open educational resources (OERs). It notes that while OERs were intended to reduce costs and support social justice, in reality few institutions provide OERs, there is risk of Western dominance, and limited evidence they lead to accredited study. Barriers include academic resistance to less content control and difficulty constructing new quality understandings. However, new pedagogies and credit models provide opportunities to embed investigation skills and design efficiencies while involving communities to support institutional change.
This document discusses the challenges of becoming a digital practitioner and using technology for learning. It provides an overview of considerations like high learner expectations, institutional barriers, and evolving pedagogies. It also presents case studies of innovative uses of technology at various colleges, including using Turnitin to provide online feedback, supporting staff across campuses with learning technologies, and using Facebook to facilitate communication for a hairdressing program. The goal is to highlight best practices for digital practitioners in a regional context.
This document summarizes information about HOWEST University College West-Flanders in Belgium. It provides details about HOWEST such as its approximately 6000 students and 838 staff members across 24 bachelor and 7 master's degree programs. It discusses Belgium's qualifications framework and the importance of e-learning and lifelong learning. The document also outlines some of the issues with e-learning in Belgium, including low success rates, and the need for teachers and programs to adapt. It provides three examples of good e-learning practices used at HOWEST.
The document discusses the development and delivery of an online master's program between institutions in Ireland and Africa. It faced multiple challenges including differing technical infrastructure and expertise between partners, tight timelines for development, and unreliable internet in Africa. Despite these challenges, it succeeded due to thorough planning, a flexible approach, comprehensive student and faculty support, and technical training. Student feedback was positive, but there is still work to be done in reusability, assessment, expanding tools used, and learning design.
The Cisco Networking Academy is a global learning program focused on information and communications technology skills. It partners with over 9,500 schools and universities worldwide to offer courses on campuses and online. Over 7 million students have enrolled since 1997, gaining hands-on networking experience and preparation for in-demand jobs and careers. The public-private program addresses the growing skills gap by providing high-quality, industry-recognized learning opportunities to students at all levels.
Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie AdachiePortfolios Australia
With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.
Building Leadership Capabilities in a Postgraduate Degree: Unpacking the Lear...ePortfolios Australia
This presentation aims to share how the learning process of curation, reflection and evidencing of learning outcomes were used as an approach to showcase the learning product of an assessment task through storytelling in a postgraduate Leadership unit at the Deakin Business School. In addition, we will share particular insights to the ‘iterative’ and ‘agile’ approach taken to continuous improvement of the assessment task over three trimester offerings of the unit, based on the lived experiences of a multi-disciplinary unit team. Further, discussion on the learning design and educational technology platform selected and how it was integrated, scaffolded and supported in the design, development and delivery of the unit will be presented.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation, literature review, and workshops. The curriculum has 10 strands including transitioning to university, becoming an independent learner, developing academic skills, and the social aspects of information. The document then discusses implementing ANCIL at LSE, including conducting an audit of current information literacy support and how the results could be used.
This document discusses the implementation of a 1:1 device program at a large school in Staffordshire, UK with over 2,000 students and 220 staff across two campuses. It outlines what students want from their learning experience, including flexible learning spaces, 24/7 access to resources, personalized delivery and a focus on understanding over content retention. It then presents the five key areas needed to develop a successful 1:1 ecosystem: effective pedagogy, practical infrastructure, ICT infrastructure, leadership and planning, and continuous professional development and engagement. Specific strategies are discussed for each area.
This document summarizes a presentation about enhancing undergraduate learning with digital media at Munich University of Applied Sciences. It discusses their large-scale implementation approach, including establishing an e-learning strategy and center to provide support. It also examines the instructional technologies used, including their learning management system Moodle and tools like audio/video recordings. Barriers and enablers to adoption are analyzed from instructor and student perspectives, such as usability issues, technical problems, and concerns about intellectual property rights and data tracking. The conclusion emphasizes that educational design is key, and both technical and organizational support must address the needs and perspectives of all stakeholders.
Qualcomm IT donated 40 Dell monitors and staff time to a middle school STEM program. Students were organized into tech groups and learned to set up, take down, and support the monitors. They gained skills in performing tasks independently and supporting technology at their school. The donation empowered students and gave them a sense of pride in learning. A media group also interviewed IT professionals for a documentary. Students on a tour of Qualcomm's IT departments were exposed to different roles like help desk, operations, and desktop support through demonstrations and career exploration activities.
New Faculty Orientation by IITS Fall 2014hiroyosaito
This document provides information from a new faculty orientation about Instructional Technology Services (ITS) at Haverford College. ITS supports classroom and instructional technology like classroom computers, projectors, lecture capture software, student response clickers, and online learning platforms. Facilities like the ITC provide media equipment and support for digital media projects. ITS staff are available for questions and appointments to help faculty incorporate technology into their teaching.
Bring Your Own Device - the answer or just more questionsEsko Lius
This document discusses Bring Your Own Device (BYOD) policies and practices in education. It notes that BYOD refers to students and staff using their personal devices for learning purposes. The document lists potential benefits of BYOD, such as developing 21st century skills. It also discusses considerations for BYOD policies, including ensuring equality, appropriate use, infrastructure support, and clarifying responsibilities. The document provides an example of BYOD policies and practices being adopted in Espoo, Finland, where all students will be allowed to use their own devices and the school will provide devices for those who need them. It concludes by asking attendees to share their BYOD questions and discuss where their school is in adopting related policies and practices.
Implementing ePortfolios: Success & Sustainability in TAFE NSW Western Sydney...ePortfolios Australia
This document summarizes the implementation of ePortfolios at TAFE NSW Western Sydney Institute from 2009-2011. It discusses:
- 2009 trials of 4 ePortfolio systems to engage learners and improve assessment.
- Benefits for learners, including increased digital skills and employability, and for teachers, including new technologies.
- Challenges of low teacher uptake, time needed for training, and technical issues.
- Continued trials in 2010-2011 in subjects like hairdressing and IT to build on lessons learned and engage more learners.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation and a literature review. The curriculum is holistic, modular, embedded within disciplines, and flexible. It includes 9 strands such as becoming an independent learner and managing information. The document then discusses implementing ANCIL at LSE through auditing current information literacy support and encouraging collaboration between departments.
This document provides updates on various technology-enhanced learning initiatives at Plymouth University from 2011-2012, including:
1) Increased usage of ePortfolio, Turnitin, and online assessment tools.
2) Developments in mobile learning apps and a growing number of iPads available for teaching and learning.
3) A new Digital Strategy focusing on developing digital literacy, embedding technology in teaching/learning, improving digital services and infrastructure, and horizon scanning.
4) Plans for 2015 including consolidating technology support teams and focusing on digital skills, faculty engagement, and conducting a Learning Technologies Review.
Climbing frame with latest updates li 05 14Ady Prins
Unionlearn is an online tool exclusively for union learning representatives (ULRs) that was launched in July 2010 after a Welsh pilot. It has two main sections - Learning Themes containing topics such as higher learning, apprenticeships, and supporting older learners; and Learner Management where ULRs can store learner contact information, record prior learning and goals, upload documents, and generate reports. The tool allows for paperless and secure storage of learner information. Training is available to all ULRs on using Unionlearn, which is meant to be an additional resource that continues adapting over time.
This document discusses the Blended Learning Consortium (BLC), which allows colleges to collaboratively develop and share high-quality online learning content. It has over 100 member colleges who vote on content areas and contribute staff to develop over 1600 hours of interactive content in various subjects. This shared content saves colleges significant development costs and promotes digital skills. Statistics show students using BLC content achieve higher grades on average. The consortium also allows members to collectively purchase digital tools at discounted rates. Going forward, the BLC aims to expand internationally and include higher education institutions.
Peter Kilcoyne About the BLC Scottish Blended Learning Conference june15 2018John Casey
This document discusses the Blended Learning Consortium (BLC), which provides high-quality interactive e-learning content developed by UK colleges to its member institutions. It shares statistics on student interactions and outcomes using BLC content. Membership allows colleges to leverage shared resources and costs to develop over 1400 hours of content across many subject areas. Feedback shows students find the content easy to understand and helpful for their studies. The BLC aims to continue growing its membership nationally and internationally to further collaborative digital learning.
Moving a large university online in 9 years: laying the foundation for blend...Jessica Gramp
As student and staff numbers at University College London (UCL) grow, we need to think more about our approach to scaling up institutional use of e-learning.
This presentation explores each element of our approach that helped us achieve widespread adoption of the Moodle Virtual Learning Environment, including:
*Technology (and integrations)
*Networks
*Guidance
*Training
*Policies
*Qualifications
This document discusses revisiting course design in distance and e-learning in light of open educational resources (OERs). It notes that while OERs were intended to reduce costs and support social justice, in reality few institutions provide OERs, there is risk of Western dominance, and limited evidence they lead to accredited study. Barriers include academic resistance to less content control and difficulty constructing new quality understandings. However, new pedagogies and credit models provide opportunities to embed investigation skills and design efficiencies while involving communities to support institutional change.
This document discusses the challenges of becoming a digital practitioner and using technology for learning. It provides an overview of considerations like high learner expectations, institutional barriers, and evolving pedagogies. It also presents case studies of innovative uses of technology at various colleges, including using Turnitin to provide online feedback, supporting staff across campuses with learning technologies, and using Facebook to facilitate communication for a hairdressing program. The goal is to highlight best practices for digital practitioners in a regional context.
This document summarizes information about HOWEST University College West-Flanders in Belgium. It provides details about HOWEST such as its approximately 6000 students and 838 staff members across 24 bachelor and 7 master's degree programs. It discusses Belgium's qualifications framework and the importance of e-learning and lifelong learning. The document also outlines some of the issues with e-learning in Belgium, including low success rates, and the need for teachers and programs to adapt. It provides three examples of good e-learning practices used at HOWEST.
The document discusses the development and delivery of an online master's program between institutions in Ireland and Africa. It faced multiple challenges including differing technical infrastructure and expertise between partners, tight timelines for development, and unreliable internet in Africa. Despite these challenges, it succeeded due to thorough planning, a flexible approach, comprehensive student and faculty support, and technical training. Student feedback was positive, but there is still work to be done in reusability, assessment, expanding tools used, and learning design.
The Cisco Networking Academy is a global learning program focused on information and communications technology skills. It partners with over 9,500 schools and universities worldwide to offer courses on campuses and online. Over 7 million students have enrolled since 1997, gaining hands-on networking experience and preparation for in-demand jobs and careers. The public-private program addresses the growing skills gap by providing high-quality, industry-recognized learning opportunities to students at all levels.
Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie AdachiePortfolios Australia
With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.
Building Leadership Capabilities in a Postgraduate Degree: Unpacking the Lear...ePortfolios Australia
This presentation aims to share how the learning process of curation, reflection and evidencing of learning outcomes were used as an approach to showcase the learning product of an assessment task through storytelling in a postgraduate Leadership unit at the Deakin Business School. In addition, we will share particular insights to the ‘iterative’ and ‘agile’ approach taken to continuous improvement of the assessment task over three trimester offerings of the unit, based on the lived experiences of a multi-disciplinary unit team. Further, discussion on the learning design and educational technology platform selected and how it was integrated, scaffolded and supported in the design, development and delivery of the unit will be presented.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation, literature review, and workshops. The curriculum has 10 strands including transitioning to university, becoming an independent learner, developing academic skills, and the social aspects of information. The document then discusses implementing ANCIL at LSE, including conducting an audit of current information literacy support and how the results could be used.
This document discusses the implementation of a 1:1 device program at a large school in Staffordshire, UK with over 2,000 students and 220 staff across two campuses. It outlines what students want from their learning experience, including flexible learning spaces, 24/7 access to resources, personalized delivery and a focus on understanding over content retention. It then presents the five key areas needed to develop a successful 1:1 ecosystem: effective pedagogy, practical infrastructure, ICT infrastructure, leadership and planning, and continuous professional development and engagement. Specific strategies are discussed for each area.
This document summarizes a presentation about enhancing undergraduate learning with digital media at Munich University of Applied Sciences. It discusses their large-scale implementation approach, including establishing an e-learning strategy and center to provide support. It also examines the instructional technologies used, including their learning management system Moodle and tools like audio/video recordings. Barriers and enablers to adoption are analyzed from instructor and student perspectives, such as usability issues, technical problems, and concerns about intellectual property rights and data tracking. The conclusion emphasizes that educational design is key, and both technical and organizational support must address the needs and perspectives of all stakeholders.
Qualcomm IT donated 40 Dell monitors and staff time to a middle school STEM program. Students were organized into tech groups and learned to set up, take down, and support the monitors. They gained skills in performing tasks independently and supporting technology at their school. The donation empowered students and gave them a sense of pride in learning. A media group also interviewed IT professionals for a documentary. Students on a tour of Qualcomm's IT departments were exposed to different roles like help desk, operations, and desktop support through demonstrations and career exploration activities.
New Faculty Orientation by IITS Fall 2014hiroyosaito
This document provides information from a new faculty orientation about Instructional Technology Services (ITS) at Haverford College. ITS supports classroom and instructional technology like classroom computers, projectors, lecture capture software, student response clickers, and online learning platforms. Facilities like the ITC provide media equipment and support for digital media projects. ITS staff are available for questions and appointments to help faculty incorporate technology into their teaching.
Bring Your Own Device - the answer or just more questionsEsko Lius
This document discusses Bring Your Own Device (BYOD) policies and practices in education. It notes that BYOD refers to students and staff using their personal devices for learning purposes. The document lists potential benefits of BYOD, such as developing 21st century skills. It also discusses considerations for BYOD policies, including ensuring equality, appropriate use, infrastructure support, and clarifying responsibilities. The document provides an example of BYOD policies and practices being adopted in Espoo, Finland, where all students will be allowed to use their own devices and the school will provide devices for those who need them. It concludes by asking attendees to share their BYOD questions and discuss where their school is in adopting related policies and practices.
Implementing ePortfolios: Success & Sustainability in TAFE NSW Western Sydney...ePortfolios Australia
This document summarizes the implementation of ePortfolios at TAFE NSW Western Sydney Institute from 2009-2011. It discusses:
- 2009 trials of 4 ePortfolio systems to engage learners and improve assessment.
- Benefits for learners, including increased digital skills and employability, and for teachers, including new technologies.
- Challenges of low teacher uptake, time needed for training, and technical issues.
- Continued trials in 2010-2011 in subjects like hairdressing and IT to build on lessons learned and engage more learners.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation and a literature review. The curriculum is holistic, modular, embedded within disciplines, and flexible. It includes 9 strands such as becoming an independent learner and managing information. The document then discusses implementing ANCIL at LSE through auditing current information literacy support and encouraging collaboration between departments.
This document provides updates on various technology-enhanced learning initiatives at Plymouth University from 2011-2012, including:
1) Increased usage of ePortfolio, Turnitin, and online assessment tools.
2) Developments in mobile learning apps and a growing number of iPads available for teaching and learning.
3) A new Digital Strategy focusing on developing digital literacy, embedding technology in teaching/learning, improving digital services and infrastructure, and horizon scanning.
4) Plans for 2015 including consolidating technology support teams and focusing on digital skills, faculty engagement, and conducting a Learning Technologies Review.
Climbing frame with latest updates li 05 14Ady Prins
Unionlearn is an online tool exclusively for union learning representatives (ULRs) that was launched in July 2010 after a Welsh pilot. It has two main sections - Learning Themes containing topics such as higher learning, apprenticeships, and supporting older learners; and Learner Management where ULRs can store learner contact information, record prior learning and goals, upload documents, and generate reports. The tool allows for paperless and secure storage of learner information. Training is available to all ULRs on using Unionlearn, which is meant to be an additional resource that continues adapting over time.
This document discusses the Blended Learning Consortium (BLC), which allows colleges to collaboratively develop and share high-quality online learning content. It has over 100 member colleges who vote on content areas and contribute staff to develop over 1600 hours of interactive content in various subjects. This shared content saves colleges significant development costs and promotes digital skills. Statistics show students using BLC content achieve higher grades on average. The consortium also allows members to collectively purchase digital tools at discounted rates. Going forward, the BLC aims to expand internationally and include higher education institutions.
Peter Kilcoyne About the BLC Scottish Blended Learning Conference june15 2018John Casey
This document discusses the Blended Learning Consortium (BLC), which provides high-quality interactive e-learning content developed by UK colleges to its member institutions. It shares statistics on student interactions and outcomes using BLC content. Membership allows colleges to leverage shared resources and costs to develop over 1400 hours of content across many subject areas. Feedback shows students find the content easy to understand and helpful for their studies. The BLC aims to continue growing its membership nationally and internationally to further collaborative digital learning.
This document summarizes a workshop on planning, implementing, and sustaining a blended learning program. It discusses defining blended learning and various blended learning models. It also covers blended learning research, the challenges of implementation based on Rogers' diffusion of innovations theory, and elements of successful blended learning programs, including leadership, professional development, instructional practices, operations, content, and technology. Participants worked in groups to discuss implementation strategies for different elements and how to measure progress. The workshop provided resources on blended learning case studies and organizations.
If eportfolios are so amazing, why dont we all have one?Orna Farrell
This document discusses eportfolios in education and their potential benefits but slow adoption. It notes that while eportfolios can engage learners, promote reflection and skills, their use remains limited in Irish higher education. This is possibly due to a need for whole-curriculum approaches rather than isolated tools, and issues with resources, digital literacy and lack of requirements for learner intrinsic motivation to drive adoption. The future may see increased use as technology and recognition of eportfolios' role in employability grows.
Learners' experiences of innovative 'flipped' and open curriculaELESIGpresentations
The document summarizes the experiences of engineering students in innovative "flipped" and open curricula at a large public university in Australia. It describes the institutional context, challenges in educating a large cohort of engineering students, and critical incidents that led faculty to redesign courses around active and project-based learning. The response involved flipping classrooms, using online tools and podcasts, empowering student ownership over their learning, and implementing multi-disciplinary project-based courses. Faculty aimed to educate students for a changing world, support large class sizes through engagement, and help with the transition from high school. The document reflects on extending these approaches across programs and facilitating collaboration.
Making Free Online Learning Sustainable Through Reduction of MOOC Production ...Brian Mulligan
This document discusses making MOOCs more sustainable through reducing production costs. It defines MOOCs and outlines their history and growth since 2008. Current MOOC providers are identified and emerging student patterns noted. Advantages like free access globally are weighed against disadvantages like lack of individual instruction. The document examines costs to develop MOOCs and argues they could be cheaper through open platforms and tools. An Intel-funded Irish MOOC project aims to develop free coding courses at low cost through partnerships.
The Blended Learning Consortium and immersive learningJisc
The Blended Learning Consortium: democratic, collaborative development of high quality interactive learning content
Speaker: Peter Kilcoyne, ILT director, Heart of Worcestershire College.
Immersive learning
Speakers: Reza Mosavian, head of learning technologies and open access and Tom Davies, learning technologist, both from Solihull College and University Centre.
An insight into a spearheaded campaign to extend learner experiences by bringing in and embedding immersive experiences within the curriculum. There'll be an opportunity to discuss and share best practice around the adoption of virtual and augmented reality to enhance learner experience.
The economic implications of using simple approaches in distance learningBrian Mulligan
Mulligan, B., Schroeder, R. “The economic implications of using simple approaches in distance learning.”, Discussion Workshop, US Distance Learning Association National Conference 2011, St. Louis, 1-4 May 2011
This document summarizes a presentation about using information and communication technologies (ICT) for curriculum delivery and assessment at a secondary school. It outlines the school's 1-to-1 laptop program, use of learning management systems and digital notebooks, infrastructure improvements like wireless networks and internet bandwidth increases, and examples of ICT-based assessment tasks. Considerations for effective ICT assessment are also discussed.
This document discusses strategies for online and distance learning at the University of Southern Queensland (USQ). It notes that USQ has over 20,000 students taking courses online or through distance education. It outlines USQ's virtual learning environment called StudyDesk, support structures for students and staff, and efforts to ensure a consistent high quality student experience across online and on-campus courses. It also discusses challenges such as varying digital literacy levels and providing access for students without reliable internet. USQ is experimenting with new technologies and open educational resources to improve the flexibility and accessibility of online education.
This document discusses ePortfolios in 2012 from a global perspective. It summarizes presentations and discussions at several ePortfolio conferences that year regarding trends in the use of ePortfolios. Key topics included the growing role of social media and mobile technologies in ePortfolios, the development of digital identity, and uses of ePortfolios across different educational levels and for lifelong learning and professional development. The document also provides an overview of the Open Badges initiative and its potential to recognize informal learning through alternative credentials.
Initiatives to increase Ranking A World Class UniversityProf. C S Dubey
The document discusses initiatives to elevate a central university in India to world-class status. It proposes focusing on employability skills and practical courses tailored to the "Make in India" program. Other initiatives include developing innovative research and an IPR center; global collaboration; infrastructure for a learning management system and e-resources; dedicated career centers; financial resource generation; and a roadmap to strengthen reputation, funding, ranking, networking and timely results. The goal is to produce a globally renowned institution through career focus, reputation building and high funding.
This presentation to the CoSN delegation to Singapore in January 2015 by Professor Kathryn Moyle and Pru Mitchell provides an overview of the state of digital education policy, research and practice in Australia.
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Faculty Centric Online Learning- An old tradition in a new format
1. Faculty-centric online learning:
An old tradition in a new format.
Brian Mulligan
Institute of Technology Sligo, Ireland
Ray Schroeder
University of Illinois at Springfield
EDUCA 2011, Berlin, Nov 30th- Dec 2nd, 2011
2. Is this true?
• Online courses must be
developed to the highest level of
quality!
• Significant investment in design
and content is required for an
online course!
3. University of Illinois at Springfield
• 1997 to date
• Mostly asynchronous
• Autonomy of Faculty
• No requirements for
– Training
– Design
• No extra quality assurance
• 1,425 students (37% of activity)
4. University of Illinois
“Global Campus”
• 2006 – 2009
• $9m investment
• Separate from normal operations
• Faculty create content
– Following a template
– Delivered by others
• Closed in 2009
– Courses transferred to departments
6. IT Sligo approach
• 2002 to date
• Lecturer Autonomy
• Live online evening classes
• Textbooks and handouts
– No investment in content
• Independent learning (Assignments)
• Asynchronous support
– From lecturers and peers
• Attendance where necessary
• Continuous Improvement approach
7. How did it go?
• 790 students (8%)
• High performance and customer satisfaction
800
700
600
500
Students
400
300
200
100
0
02 03 04 05 06 07 08 09 10 11
8. What were other Irish (European?)
institutions doing?
• Developing content
• Looking for scale economies
• Market research
• Pedagogical research.
• Detailed and Planning and Design
• Collaboration
• Submitting grant applications
• Hiring specialists (non-faculty)
• Top-down initiatives
9. How were they getting on?
• Slow going
• Scale of operations:
~140,000 full-time higher education students in
Ireland
~5,000 in IT Sligo
• IT Sligo had around the same number of
online courses as all the other HE institutions
put together.
20. • We have the right people.
– Distance learning experts
– Educational researchers
– Instructional designers
– Information technologists
– Multi-media specialists
21. Any Questions
Brian Mulligan, Institute of Technology Sligo,
(Ireland) mulligan.brian@itsligo.ie
Ray Schroeder, University of Illinois at
Springfield (USA) rschr1@uis.edu
Editor's Notes
Story about student from Israel looking for an online electronics course.
Click for “Evening Classes” Click again for ‘online’ Just imagine you could come in and teach evening classes and that people could join in without driving in. So what was involved (in putting these evening classes online)