How Do You Build A Bold Research Culture? Insights from the NIDL Experience

•

0 likes•496 views

The National Institute for Digital Learning (NIDL) in Ireland was officially launched in 2013 with a vision to be a world leader in designing, implementing, and researching new blended, online, and digital models of education. NIDL has an organizational structure that includes units focused on open education, the ideas lab, off-campus online delivery, new models of delivery, and on-campus blended delivery. It also has an international advisory board of thought leaders and conducts research across themes of life-long learning, opening up education, student transitions and success, learning and teaching transformations, and education futures. NIDL publishes extensively through its blog and social media and had over 500 outputs since 2014 to share its work developing innovative digital learning

Education

Vision…
To be recognised as a world leader at
the forefront of designing, implementing
and researching new blended, online
and digital (BOLD) models of
education with a mission to help
transform lives and societies

1. Our team
2. Building blocks
3. Key success factors
Outline….

Anchoring statement…
“No one who cannot rejoice in the
discovery of his [her] mistakes
deserves to be called a scholar.”
(Donald Foster, 2002; cited in Wikipedia)

Open
Education
Unit
The
Ideas Lab
Off-campus
Online
Delivery
New and
Emerging Models
of Delivery
Teaching
Enhancement
Unit
On-campus
Blended
Delivery
ORGANISATIONAL STRUCTURE

• Professor Grainne Conole
• Professor Terry Anderson
• Professor Mike Keppell
• Professor Phil Regier
• Sally Reynolds
• Professor George Siemens
International Advisory Board…
International
Thought Leaders

• Professor Rhona Sharpe
• Professor Peter Shea
• Professor Norm Vaughan
• Professor Airina Volungevicene
• Professor Martin Weller
• Professor Steve Wheeler
International
Thought Leaders
International Advisory Board…

https://nidl.blog
• 4500 Tweets
• 175 blog posts
• Over 20,000 views
• Over 1500 blog followers

92 outputs in 2018
500+ outputs since 2014
40+ keynote presentations

• Life-long Learning
• Opening Up Education
• Student Transitions
and Success
• Learning and Teaching
Transformations
• Education Futures
Research Themes

“A prudent question is one-half of wisdom”
Francis Bacon

The BYOD4L Project aims to revitalize interest in learning and teaching through open cross-institutional professional development. It brings educators and students together in a distributed online community to share experiences and learn using their own smart devices. The project extends engagement in meaningful professional development that is useful for practice and creates opportunities for collaboration across institutions. It shares resources and expertise through an inquiry-based approach using social media in a framework of 5Cs (Connect, Converse, Construct, Contribute, and Confirm). Participation has grown from individuals in 2014 to include 9 higher education institutions and 2 partners by 2015. Feedback from participants indicates the power of collaborative development and an extended sense of community.

Introduction to e-Learning

Stephen Wheeler

GEC at the Chicago International Education Conference

Lucy Gray

The document summarizes the 2012 Global Education Conference. It provides background on the conference founder Lucy Gray and the conference's mission to connect educators globally to share resources and collaborate on projects to prepare students for an interconnected world. The conference is a free, week-long virtual event that brings together over 400 sessions and 30 keynote speakers from 150+ countries to discuss topics like global awareness, technology in education, and solving real-world problems.

Getting the Most out of the Social Web to Create New Cultures of Learning & ...

Buthaina AlOthman

Who said online global collaboration is hard?

Julie Lindsay

The 5C Framework by Chrissi Nerantzi and Sue Beckingham

Chrissi Nerantzi

The 5C Framework was initially developed in 2013 by Chrissi Nerantzi and Sue Beckingham as a thematic framework for an open learning event called BYOD4L. It later evolved into a pedagogical framework in 2014 to foster social learning through critical and creative thinking. The 5C Framework involves connecting, communicating, curating, collaborating, and creating to support learning through social interactions and experiences.

The Global Educator

Flat Connections

It is imperative all educators become global - but what does this mean and how does it happen? How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate. Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global. http://www.theglobaleducator.net/

Going Global with Apple in the Classroom

Lucy Gray

This document summarizes a presentation about going global with Apple in the classroom. It discusses why global education is important, including the influence of new media, the need to teach 21st century skills, and addressing complex global problems. It then shares the presenter's personal story of getting involved in global education initiatives through her role as an Apple Distinguished Educator. Finally, it outlines resources that will be available on iTunes U to support teachers in developing global classrooms, including exemplars of global projects, interviews with experts, and a teaching toolkit.

The document summarizes a presentation about using personal devices and an open learning model called BYOD4L (Bring Your Own Device for Learning). BYOD4L aims to create a flexible, collaborative learning environment where students can learn from each other using authentic projects. It discusses trends in education like personalized and social learning. The presentation explores creating an open learning ecology and supporting open learners. It also outlines plans to evaluate and expand the BYOD4L program between two universities.

TEDxEnola: Get Connected

Lucy Gray

Lucy Gray gave a talk about her work organizing the Global Education Conference, an online conference that took place over 5 days with over 400 sessions and 60 keynote presentations from presenters in over 60 countries. She discussed how the conference aimed to facilitate globally-connecting education activities. Gray believes that technology, professional generosity, and global connectedness can help modernize education. She encourages practicing professional generosity by sharing what you know to foster learning from others. The Global Education Conference exemplified this by having volunteers moderate sessions to fill gaps in the schedule.

Tedxubc Information Deck Jan 2010

FundRazr

This document provides information about TEDxUBC, a local TEDx event being organized by University of British Columbia teacher candidates. TEDxUBC will be an interscholastic forum on key education issues for the new decade, with the theme of "Fast Forward Ed", focusing on technology, business education, creativity, entrepreneurship and more. It will take place on May 15, 2010, tentatively, and the organizers are seeking speakers, sponsors, partners and volunteers to make it a success.

Blog hosting and wiki hosting in education

Elham Ekhtiari

This document discusses the use of blogs and wikis in education. It begins by explaining how technology has transformed education and communication through tools like the internet, computers, and smartphones. It then discusses how wikis and blogs can be used for teaching by allowing users to collaboratively edit content and share ideas. Several specific wiki and blog platforms are described, including their strengths and weaknesses for educational purposes. The document emphasizes that blogs and wikis provide open environments for students and teachers to engage with each other and improve their learning.

Emerging Trends: Flat Classrooms

Kellyh84

The Flat Classroom Project aims to flatten classroom walls by connecting middle and high school students from around the world using web 2.0 tools. Founded in 2006, it allows students to collaborate globally on real-world topics based on Thomas Friedman's book "The World is Flat." Students discuss concepts like globalization, outsourcing, and how the internet and web tools connect people worldwide. Participants are required to introduce themselves, write a collaborative report using a wiki, create a personal multimedia response, and reflect on their experience.

Technology Enabled Collaboration to Build a Better World

Julie Lindsay

Web 2 0

KathyChmelyk

This document discusses using Web 2.0 tools in the classroom. It notes that today's students learn differently than in the past. Web 2.0 allows for collaboration and sharing. Blogs can be used for writing instruction and showcasing student work. Wikis allow information to change easily and harvest collective intelligence. Podcasts and slidecasts are ways to share presentations. Glogster allows digital poster creation. Overall, the document promotes using new technologies that engage students and connect learning.

Connected Educators

penbentley58

The document discusses connected learning and connected educators. Connected learners are those who collaborate online, connect with others globally through social media, and engage in online conversations. They bring what they learn back to their classrooms and communities. The document invites participants to contribute to a collaborative Connected Learning Manifesto document. It also lists several resources for connected educator month, including the manifesto document, information on connected educators, an infographic on connected learning, and online communities focused on innovation and technology integration in education.

How Flat is Your Classroom?

Julie Lindsay

The flat classroom concept is based on the constructivist principle of a multi-modal learning environment that is student-centered and a level playing field for teacher to student and student to teacher interaction. Based on the experiences of the award winning Flat Classroom Project this session will detail seven essential steps for lowering your classroom walls to promote connection and understanding between geographically dispersed, ethnically and culturally diverse groups of students in meaningful, global cooperative authentic learning experiences.

Alastair Blyth - Briefing for Education Benefit.

ArchDesSco

The document discusses how learning environments need to change to meet the demands of 21st century skills. It notes that education is shifting from uniform delivery-driven models to more individualized, collaborative and learning-led approaches. Learners now have access to knowledge anywhere through technology. Effective learning environments support collaboration, individual work, and responsiveness to different needs both formally and informally. Examples are provided of schools that create flexible, bright, and relaxing spaces that encourage students to want to learn.

Universal design

Jennifer

Universal Design for Learning (UDL) is a framework for designing curricula that enables all individuals to gain knowledge and skills while maintaining high standards. UDL provides supports for learning and reduces barriers without adapting the curriculum. The concept originated from universal design in architecture which aims to provide access for all. UDL principles include providing multiple means of representation, action and expression, and engagement. Technology plays a central role in implementing UDL by helping teachers individualize lessons to engage all learners.

Ischia Ag2008

Anne Gilleran

1) eTwinning is an online portal launched in 2005 that promotes European school cooperation, collaborative learning, and project-based pedagogy by providing online tools and support for teacher projects, without directly financing projects. 2) Since 2005, eTwinning membership has grown significantly as the Internet has evolved from a passive Web 1.0 to a more interactive and creative Web 2.0, allowing for greater online collaboration and community building among teachers. 3) Looking ahead, eTwinning aims to further support online collaboration and professional development through online learning events, communities of practice, and quality assurance programs to recognize excellent projects while remaining free for teachers.

Anne Gilleran Ischia Ag2008

alexandra tosi

OzProjects

Cecily Wright

OzProjects is a website that provides online projects for school students. It allows students to create an account and user profile, choose a project to work on, and collaborate with others on project spaces, wikis, and forums. Students can access resources, watch videos, participate in live chats and classroom events, collect and share data, and upload assignments and photos. The goal is to celebrate online curriculum projects and unique learning opportunities for 21st century students.

Open for Learning

Keith Lyons

This document summarizes an Australian example of using an open online course to connect Box'Tag coaches. It discusses a small open online course held in February 2013 that used an OpenLearning platform. The summary outlines how the course progressed from conceptualization to post-evaluation, and how open learning approaches can connect coaches through both synchronous and asynchronous opportunities. It also addresses how such open learning opportunities can transform coaches' personal learning and continuing professional development.

Creating Global Networks #cpstt

Lucy Gray

Lucy Gray gave a presentation on creating global learning networks at the Chicago Public Schools Tech Talk on February 1, 2013. She discussed the benefits of connecting classrooms globally, providing examples of organizations and tools that facilitate collaboration between educators and students worldwide. Gray emphasized building professional relationships through social media participation and joining existing global projects in order to develop students' 21st century skills through authentic, globally-connected learning experiences.

Social bookmarking and curation m.s mkize

Motheo Steven Mkize

This document introduces Mr. M.S Mkize's personal learning network (PLN) which he has conceptualized and expressed visually. His PLN incorporates social networking platforms like Facebook, LinkedIn, and Twitter. It also includes learning resources and storage platforms such as Alison, Diigo, Google Drive, Prezi, Tesconnect, Voki, YouTube, and Slideshare. The purpose is to provide evidence of his participation and engagement in these networks and platforms to support his learning.

PLN4PD

University of West Florida

The document discusses personal learning networks (PLNs) and how educators can use them for professional development. It defines PLNs as self-organized networks that allow individuals to manage information and connect with others. The document recommends Twitter as a tool to help construct a PLN and connect with other educators. It provides several resources and websites for educators to learn more about using social media and PLNs for ongoing learning and professional growth.

BrainPOP Webinar - Going Global

Lucy Gray

Lucy Gray presented on preparing students to be global citizens. She discussed the need for globally connected classrooms given new media, 21st century skills, and complex global problems. Gray outlined her vision of connecting educators worldwide to share resources and collaborate on projects. Examples included the Earth Day Groceries project and Google Lit Trips. Gray's toolkit for teachers recommended tools like Skype, collaborative workspaces, and networks for global collaboration and innovation.

Project-Based Learning with a Global Focus #TCEA15

Lucy Gray

This document summarizes a workshop on project-based learning with a global focus. It provides an overview of resources for connecting classrooms globally including networks like iEARN and tools like Skype, Google Hangouts, and Edmodo. It also discusses frameworks for global competence from organizations like Asia Society and discusses sample global projects on topics like the environment and mythology. The document encourages teachers to build professional relationships, join existing global projects, and provide various online and toolkit resources for starting global classroom collaborations.

Curriculum pathway to curriculum innovation

June Wall

This document discusses digital literacy and its importance in curriculum innovation. It defines digital literacy as the ability to understand, use, and create information in multiple formats from a variety of online sources. The document argues that digital literacy is less about specific tools and more about developing ways of thinking, seeing, crafting narratives, and applying skills across disciplines. It suggests integrating technology and pedagogy to build teachers' and students' knowledge, skills, and abilities through collaboration and open sharing of new ideas. The goal is for digital literacy to become a norm across curriculums through professional development and informal learning.

The NIDL: Listening, Linking and Leading

Mark Brown

What's hot

Where ideas are born: BYOD4L MELSIG Smart Learning #3 contribution by Chrissi...

Chrissi Nerantzi

TEDxEnola: Get Connected

Lucy Gray

Tedxubc Information Deck Jan 2010

FundRazr

Blog hosting and wiki hosting in education

Elham Ekhtiari

Emerging Trends: Flat Classrooms

Kellyh84

Technology Enabled Collaboration to Build a Better World

Julie Lindsay

Web 2 0

KathyChmelyk

Connected Educators

penbentley58

How Flat is Your Classroom?

Julie Lindsay

Alastair Blyth - Briefing for Education Benefit.

ArchDesSco

Universal design

Jennifer

Ischia Ag2008

Anne Gilleran

Anne Gilleran Ischia Ag2008

alexandra tosi

OzProjects

Cecily Wright

Open for Learning

Keith Lyons

Creating Global Networks #cpstt

Lucy Gray

Social bookmarking and curation m.s mkize

Motheo Steven Mkize

PLN4PD

University of West Florida

BrainPOP Webinar - Going Global

Lucy Gray

Project-Based Learning with a Global Focus #TCEA15

Lucy Gray

What's hot (20)

Where ideas are born: BYOD4L MELSIG Smart Learning #3 contribution by Chrissi...

TEDxEnola: Get Connected

Tedxubc Information Deck Jan 2010

Blog hosting and wiki hosting in education

Emerging Trends: Flat Classrooms

Technology Enabled Collaboration to Build a Better World

Web 2 0

Connected Educators

How Flat is Your Classroom?

Alastair Blyth - Briefing for Education Benefit.

Universal design

Ischia Ag2008

Anne Gilleran Ischia Ag2008

OzProjects

Open for Learning

Creating Global Networks #cpstt

Social bookmarking and curation m.s mkize

PLN4PD

BrainPOP Webinar - Going Global

Project-Based Learning with a Global Focus #TCEA15

Similar to How Do You Build A Bold Research Culture? Insights from the NIDL Experience

Curriculum pathway to curriculum innovation

June Wall

The NIDL: Listening, Linking and Leading

Mark Brown

Introducing the Inquiry Hub

Dave Truss

The Coquitlam Open Learning Inquiry Hub is a new full-time program for grades 8-12 students starting in September 2012. It provides an innovative, technology-driven environment that allows students to pursue their own interests and learning goals through inquiry-based projects on themes like community issues and sustainability. Students will explore their questions with guidance from teachers and peers, then share what they've learned through presentations, blogs and other digital tools. The program emphasizes collaboration, design thinking, and networking to spark creativity.

Open cross institutional academic cpd: unlocking the potential

Sue Beckingham

Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions. Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD? Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?

Moving toward pedagogical change faculty, teaching with technology and leader...

COHERE2012

This document discusses leadership strategies for facilitating pedagogical change through the use of technology in higher education. It argues that teaching must become a central focus that is rewarded and supported. Effective pedagogical development requires open communication, critical reflection, establishing an inquisitive community. Leadership must manage innovation, maintain relationships, embrace network environments, and ensure a transition to new teaching and learning models. Leaders need strong character, vision communication skills, and the ability to manage change and assist stakeholders through transformation.

Breaking the Mould - or how technology changes the way we learn

Hugh Davis

Filling the GAP - Collaborating on a university-wide initiative

CONUL Teaching & Learning

This document outlines a collaboration between University College Cork Library and the university's Graduate Attributes Programme to develop learning experiences for students. It provides background on UCC, which has over 23,000 students, and describes the graduate attributes the university aims to develop in students, such as being creators, thinkers, and socially responsible global citizens. The project team then created 5 learning experiences centered around the graduate attributes. These experiences included interactive activities and discussions to help students understand what it means to be creators, evaluators, and communicators. The collaboration aims to strengthen students' skills and align tasks to their schedules.

Flat Students - Flat Learning - Global Understanding

Julie Lindsay

Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what? The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints. Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!

The EDTL Approach: From Emergency Remote Teaching to Effective Remote Teaching

Sharon Flynn

The document summarizes the EDTL Approach for planning effective remote teaching during COVID-19. It discusses considering students, reflecting on the emergency pivot, and planning content, communication, assessment, and feedback. The EDTL project aims to enhance digital teaching and learning in Irish universities by addressing professional development. It provides resources to move from emergency remote teaching to effective remote delivery that is pedagogy-first, student-centered, and inclusive.

Researching information literacy: from theory to practice

Jane Secker

Open cross-institutional academic CPD, expectations and value: a recent examp...

Chrissi Nerantzi

This document summarizes an open cross-institutional professional development course called BYOD4L (Bring Your Own Device for Learning) run by two UK universities. The course was offered online in January and July 2014 using social media and was open to educators from various institutions. Participants engaged in collaborative learning activities and discussions. Evaluation found that the open online format supported the sharing of ideas and creation of an international learning community among the 76 participants. The organizers aim to continue scaling the open cross-institutional model to provide affordable professional development opportunities for educators.

Future of learning in a post COVID world

Derek Wenmoth

The document discusses the future of learning in a post-COVID world. It notes that COVID-19 has greatly disrupted education systems globally and exacerbated existing inequalities. However, it has also stimulated innovation. The document recommends adopting a hybrid learning model that combines the best of in-person and online learning. This would allow students and teachers to participate regardless of location and transition seamlessly between learning environments. A hybrid approach could help build more resilient schools and education systems that are better prepared to withstand future disruptions while promoting equity, inclusion, and high-quality learning for all. Resources on COVID-19 research findings and guidance for implementing hybrid learning are provided.

OER, an Overview

Robert Schuwer

This document provides an introduction to open educational resources (OER). It defines OER as teaching, learning or research materials that are in the public domain or released with an open license allowing free use, adaptation, and distribution. The document outlines the history of OER, including initiatives by MIT, UNESCO, and the OpenCourseware Consortium. It also discusses trends like the transition from OER to open education and the rise of massive open online courses. Finally, the document reviews reasons for using OER like addressing increasing demand for education and enabling sharing and improvements to content.

FDOL132 unit 4: Collaborative learning and communities with Dr Keith Smyth an...

openfdol

This document provides a summary of a webinar on collaborative learning and communities for an open online course. It includes: - An introduction and welcome from the organizers Dr. Keith Smyth and Dr. David Walker. - Statistics on course registration and participation from various countries. - An overview of the course units, including the current unit on collaborative learning and communities. - A discussion on enabling cross-institutional collaboration and the challenges of aligning policies and systems between institutions. - Examples of collaborative projects developed including a module on global dimensions in higher education. - Consideration of issues like balancing individual and group needs in open online contexts and managing scale from small to massive open

Getting started with personal and professional digital capacity: An Open Course

Sharon Flynn

The document summarizes an open course for educators in Irish higher education to develop personal and professional digital skills. The course is based on the European Framework for Digital Competency of Educators and uses an ABC Learning Design approach. It has 6 units that can be completed self-paced over approximately 25 hours. The course does not provide technical training but aims to help educators explore, demonstrate, and plan digital enhancements for teaching and learning. Over 60 educators from 7 universities have earned a pilot badge for completing course activities. The course developers will continue to offer and embed the course in accredited professional development opportunities.

Leadership for connected & global learning: Session 1 connected learning - En...

Julie Lindsay

This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points: 1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning. 2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills. 3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide. 4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different

Pedagogies for Today 2022 ICCE Malaysia.pptx

Rebecca Ferguson

Going Global at Tech Talk

Lucy Gray

This document summarizes a presentation by Lucy Gray on preparing students to be global citizens. The presentation discusses the importance of connecting classrooms globally in light of trends towards globalization, collaboration, and solving complex problems. Examples of projects that connect classrooms internationally are provided, such as Flat Classroom Project and Challenge Based Learning. Resources for facilitating global projects, like videoconferencing and collaborative tools, are also reviewed. The presentation emphasizes developing a vision for global citizenship and maintaining professional relationships to support global education initiatives.

New Global Learning Cultures

Helen Keegan (a.k.a heloukee)

Designing engaging curriculum for global collaboration in the classroom

Julie Lindsay

This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.

Similar to How Do You Build A Bold Research Culture? Insights from the NIDL Experience (20)

Curriculum pathway to curriculum innovation

The NIDL: Listening, Linking and Leading

Introducing the Inquiry Hub

Open cross institutional academic cpd: unlocking the potential

Moving toward pedagogical change faculty, teaching with technology and leader...

Breaking the Mould - or how technology changes the way we learn

Filling the GAP - Collaborating on a university-wide initiative

Flat Students - Flat Learning - Global Understanding

The EDTL Approach: From Emergency Remote Teaching to Effective Remote Teaching

Researching information literacy: from theory to practice

Open cross-institutional academic CPD, expectations and value: a recent examp...

Future of learning in a post COVID world

OER, an Overview

FDOL132 unit 4: Collaborative learning and communities with Dr Keith Smyth an...

Getting started with personal and professional digital capacity: An Open Course

Leadership for connected & global learning: Session 1 connected learning - En...

Pedagogies for Today 2022 ICCE Malaysia.pptx

Going Global at Tech Talk

New Global Learning Cultures

Designing engaging curriculum for global collaboration in the classroom

More from Mark Brown

What is Digital Transformation?

Mark Brown

The document discusses digital transformation using metaphors of caterpillars becoming butterflies. It provides quotes that analogize digital transformation done correctly to a caterpillar transforming beautifully into a butterfly, but done incorrectly resulting in just a hungry caterpillar. Another quote suggests digital transformation takes a more meandering path like a butterfly's flight rather than a direct bullet path. A final quote indicates that to undergo digital transformation, one must be willing to give up their prior form or self like a caterpillar becoming a butterfly.

Game On: Rebooting Education for Future's Sake

Mark Brown

The Future of Micro-credentials: Is Small Really Beautiful?

Mark Brown

QA agencies are responding to micro-credentials in three main ways: 1) Many countries have no framework for micro-credentials but plan to integrate them into existing QA standards. 2) Some countries like Australia, Canada, and the UK apply existing standards to micro-credentials. 3) A few places including Malaysia, New Zealand, and Ireland have specific guidelines for micro-credential QA. Leading institutions are responding by developing micro-credential frameworks, marketplaces, and integrating them into learning and teaching strategies. However, there are still holes like lack of course quality ratings, outcomes data, and learner support information that limit micro-credentials. Stakeholders are discussing how to strengthen quality assurance for online and cross-

National QA Guidelines for Digital Education: Crafting a Multi-layered Box of...

Mark Brown

The document discusses the development of Ireland's National Quality Assurance Guidelines for Digital Education. It involved selecting existing quality literature, developing the guidelines over several years through stakeholder feedback, and emphasizing alignment with mainstream quality frameworks. Key lessons included defining quality as not dependent on delivery mode, integrating digital quality processes within institutions, and synthesizing diverse viewpoints on quality. The final guidelines were published in 2023 to provide coherence while allowing flexibility for different contexts.

Digital Education Leadership: Leading Today for Tomorrow’s World

Mark Brown

This document outlines a discussion on digital education leadership. It proposes that leadership is important for navigating powerful change forces and increasing complexity in education. The discussion addresses what is known about leadership, how to develop more transformative leaders for an uncertain world, and suggestions for including in a leadership development program focused on digital education. Participants are asked to share their views on these topics.

Remixing Digital Education Playlist: Turning a New Page on Foo-Foo the Snoo

Mark Brown

Professor Mark Brown discusses the importance of slow, thoughtful reading of professional journal articles instead of fast reading. He notes that there are over 270 journals and 146 open access journals alone, making it difficult to find time for slow reading. Brown advocates taking the time to slow read articles to allow for deeper critical reflection and new ideas. He encourages participants to consider how many articles they read last week and whether it was fast or slow reading.

Exploring the Gaps in the Quality Assurance of Micro-credentials: A Global Sc...

Mark Brown

The document summarizes a global scoping review of quality assurance practices for micro-credentials. It finds that most countries have no standards for micro-credentials, though some are developing frameworks. A few countries apply existing standards. Leading institutions are developing their own guidelines around teaching, learning, and support. However, there are still quality gaps around information, ratings, careers guidance, support, and outcomes data. The presentation calls for strengthening quality assurance to support online, cross-border micro-credentials and better engaging learners in the process.

Developing National QA for Digital Education:Insights from the Irish Experience

Mark Brown

The Quality Assurance of Micro-credentials: A Global Scoping Review of Curren...

Mark Brown

The Duality of Micro-credentials:A Pushmi-Pullyu Perspective

Mark Brown

Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?

Mark Brown

This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential troubles that could hinder plans, and decoding micro-credentials. Key points discussed include determining appropriate leadership structures and business models, calculating real costs and addressing demand, and ensuring quality assurance while limiting data gaps. The role of micro-credentials in serving larger strategic goals is also emphasized.

Untubing AI in Assessment: A Primer for Future’s Sake

Mark Brown

The document summarizes a presentation on AI in assessment given by Professor Mark Brown. The presentation addressed three main points: 1) Educators should avoid AI-centric thinking and own the narrative around how AI can help address existing assessment challenges; 2) Guidelines are needed for both allowing and prohibiting student use of AI tools in assessments; 3) Assessments need to be redesigned to emphasize authentic processes over products and evaluate uniquely human skills that AI cannot replicate. The presentation argued for augmenting human expertise with AI rather than automating assessments and discussed principles and actions needed to shape regulations, review practices, and support educators on the path to assessment change.

Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?

Mark Brown

This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential issues that could hinder plans, and decoding micro-credentials. Key points covered include determining appropriate leadership structures and business models for micro-credentials, calculating true costs and addressing demand, ensuring quality assurance, and examining evidence of benefits. The role of micro-credentials in serving broader strategic goals is also highlighted.

The Magic of Micro-credentials: Learning Unbundled or Bundles of Trouble?

Mark Brown

This document discusses micro-credentials and some of the opportunities and challenges around them. It begins by defining micro-credentials and examining their potential benefits, such as increasing employability and supporting lifelong learning. However, it also notes some potential issues, such as the lack of quality assurance standards and frameworks in many countries. The document then explores how institutions can develop strategies to offer micro-credentials and some of the leadership, structures, and business models needed. It also cautions that there are bundles of trouble that could be encountered, such as failing to address costs and demand, and gaps in quality assurance. Overall, the document provides an overview of micro-credentials while highlighting both their promise and some of the pitfalls to avoid.

Quality Assurance of Micro-credentials: An International Review of Current Pr...

Mark Brown

The document discusses quality assurance of micro-credentials in different countries and regions. It finds that most countries do not have specific quality standards for micro-credentials but some apply existing standards. A few places like New Zealand, Malaysia and Ireland have developed specific micro-credential guidelines. The document also discusses institutional quality assurance processes like developing strategies, implementing reviews, and providing learner support. It notes specific quality issues for online micro-credentials around organizational context, programs, and learner support. Overall, the document examines external quality assurance, institutional processes, and supports that can enhance quality assurance of micro-credentials.

Opening a New Page on Foo-Foo the Snoo: Remixing the Digital Education Playlist

Mark Brown

The document discusses opening a new page on remixing the digital education playlist. It references a blog post on identifying top 10 open access journal articles for 2022 based on selection criteria and methodology. It notes 44 total authors were featured across a diverse range of journals, with some geographical gaps. It asks what the recipient's top read of 2022 was and how much slow, deep reading of literature they are able to do each month.

National QA Guidelines for Digital Education A Multi-layered Box of Chocolates

Mark Brown

- The document discusses the development of national quality assurance (QA) guidelines for digital education in Ireland. - It begins by summarizing a recent OECD study that found varying approaches to QA of digital education across countries. - The next section describes Ireland's Quality and Qualifications Ireland ongoing process of developing specific national QA guidelines for digital education, which includes an open consultation period that recently closed. - The document concludes by discussing how European QA standards and guidelines may need updating to better address digital education.

International Standards, Practices and Supports for the Quality Assurance of ...

Mark Brown

1) The document discusses quality assurance of micro-credentials. It notes that while many countries currently lack frameworks for micro-credentials, some are developing standards to apply existing quality assurance processes. 2) Institutional quality assurance of micro-credentials is also discussed. Some universities have internal approval processes and collect data on student engagement and outcomes, though approaches vary. 3) Supports for quality assurance mentioned include learning design reviews, appropriate assessment strategies, and institutional reviews of micro-credential offerings. The talk concludes with remarks on enabling quality conversations.

Uncaging Digital Education: A Talk on the Wild Side

Mark Brown

This document appears to be a collection of notes and references on the topic of education. It includes photos, quotes, links and brief text snippets on a variety of subtopics like the future of learning with technology, microcredentials, critical thinking skills, and history of educational projects like Project Plato from the 1960s. The overarching theme seems to be exploring changes and challenges in education systems.

A Digitally Enabled Ecosystem of Micro-credentials: A Complex Ecosystem With ...

Mark Brown

More from Mark Brown (20)