Using blended learning to enhance learning, engagement and outcomes
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Melbourne Polytechnic, Melbourne, June 2022
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
Learning and Technology in the VET Sector Illuminate session presentation by ...Neil Morris
Blended Learning and Technology in the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
Here is an honest appreciation of each team member's contribution:
1. Mendoza, Andrianne:
Quality of Outputs - 4pts (Powerpoint editing was well done)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
2. Jimenez, Levy:
Quality of Outputs - 5pts (Interview questions were insightful)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
3. Sabella, Rachelle:
Quality of Outputs - 5pts (Slides were well-made and informative)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
4. Sayson, Ron
The document discusses challenges faced in online teaching and learning for postgraduate courses during the COVID-19 pandemic. It suggests adopting agile methods to address issues like time management, adaptability, and technical difficulties. Agile values like collaboration and continuous learning could benefit students. While online education has improved access, virtual labs and assessments present challenges that require safe and secure solutions.
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
Learning and Technology in the VET Sector Illuminate session presentation by ...Neil Morris
Blended Learning and Technology in the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
Here is an honest appreciation of each team member's contribution:
1. Mendoza, Andrianne:
Quality of Outputs - 4pts (Powerpoint editing was well done)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
2. Jimenez, Levy:
Quality of Outputs - 5pts (Interview questions were insightful)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
3. Sabella, Rachelle:
Quality of Outputs - 5pts (Slides were well-made and informative)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
4. Sayson, Ron
The document discusses challenges faced in online teaching and learning for postgraduate courses during the COVID-19 pandemic. It suggests adopting agile methods to address issues like time management, adaptability, and technical difficulties. Agile values like collaboration and continuous learning could benefit students. While online education has improved access, virtual labs and assessments present challenges that require safe and secure solutions.
Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas ...randypacifico84
Distance education provides flexibility for students and increased access to learning opportunities. It uses both synchronous technologies like videoconferencing and asynchronous technologies like message boards. There are benefits to both students and institutions, but distance education also faces challenges like social isolation and ensuring academic integrity.
The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
The document discusses the advantages and benefits of e-learning. It defines e-learning as using electronic means to acquire and distribute knowledge, especially online in educational or business settings. Some key benefits of e-learning are ease of access from anywhere, convenience of availability anytime, and affordability with free programs and no paper resources required. However, e-learning also faces concerns like unfamiliarity with the technology and need for self-discipline, but these can be addressed through training and structure.
E-learning METHOD OF TRAINING , by Aviral BIshtAVIRALBISHT3
The document discusses e-learning as a method of training. It defines e-learning as learning that is facilitated through electronic technologies and devices, allowing people to learn remotely anytime and anywhere. It notes some key benefits of e-learning include flexibility, cost savings, and accessibility. The document outlines different types of e-learning such as synchronous (real-time) and asynchronous (self-paced) methods. It also discusses how e-learning can impact and improve the teaching and learning process.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
Chisholm Institute presentation - Neil MorrisNeil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
Enhancing Learning with Technology in Higher Educationjjulius
Originally developed in this form for Dr. Jana Pershing's SDSU class on Teaching Sociology, March 2008, though elements of the presentation were previously shared in other contexts.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
2015 j. heinlein re-imagining the future of educationEADTU
1) edX is a non-profit online learning platform founded by Harvard and MIT to expand access to quality education through online courses.
2) edX's mission is to expand access to quality education, advance research, and improve on-campus education. The edX platform offers features like auto-grading, virtual labs, gamification, and social learning tools.
3) The future of education is predicted to be unbundled, accessible, global, lifelong, personalized, and blended. Trends include increasing access to education through online courses, personalized learning based on student data, and blending online and in-person education.
This document discusses the impact of the internet and e-learning on education. It notes that e-resources have provided easy access to books and journals for students. E-learning has grown due to the internet providing access to information. E-learning uses computer and web technology to bridge the gap between teachers and students. It allows for individualized, interactive, and learner-centered education. Monitoring and grading systems track student progress. The internet is transforming education and many universities may have less attraction by the end of the decade without adapting to e-learning.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
This 3-day training program provides novice facilitators without distance education experience the skills needed to become effective online facilitators. Day 1 covers delivering instruction and developing an online presence. Day 2 focuses on utilizing technology and engaging learners. Day 3 addresses accessing and evaluating student learning. The training utilizes learning theories, instructional strategies, and technology tools to develop facilitator skills and empower participants for their new distance education roles.
Module 8 Report: Technology for Student Support SubsystemStephen Esber
This document discusses learner support in distance education. It defines learner support as activities and services that support the learning process, including tutoring, teaching, counseling, advising, and administrative services. It reviews theories from experts on defining academic support, non-academic support, and the purposes of learner support. It also examines how learner support has adapted to online environments and discusses technologies that can be used for tutoring, teaching, counseling, advising, and administrative services in distance education.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
This document summarizes recent trends in standards and benchmarking for technology enhanced learning. It discusses how quality assurance bodies like TEQSA are focusing more on ensuring consistency between online and face-to-face courses as well as course quality. The document outlines eight benchmarks for technology enhanced learning and notes that several universities and organizations have developed tools and standards for quality online learning. It also advertises upcoming events at Deakin University on quality assurance and new higher education standards.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
This document discusses hybrid learning models, which combine online and in-person learning. It defines hybrid learning and outlines some key principles and teaching scenarios. The document notes that trends like disruption are driving a need for more responsive education models. It also summarizes research on schools' responses to COVID-19 and frameworks to help guide the shift to hybrid learning practices. Resources for planning and implementing hybrid learning are provided.
Illuminate Forum - Blended Learning in the VET sector - workshop - Neil MorrisNeil Morris
Blended Learning and Technology in the VET sector - workshop
Professor Neil Morris and Melanie Kyle
Workshop at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
Victorian TAFE Association Neil Morris presentationNeil Morris
The document discusses creating an educational continuum across all educational sectors. It notes the traditional school-college-university pathway is being disrupted by growing employer-led pathways and online learning opportunities. This could see employers curating accredited learning for employees. Universities and colleges may face increased competition and need to offer more flexible options. Collaboration between educational sectors is important to provide clear pathways for learners and avoid competition. Barriers include a fragmented curriculum and ensuring quality, while benefits include access, flexibility and inclusiveness.
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Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas ...randypacifico84
Distance education provides flexibility for students and increased access to learning opportunities. It uses both synchronous technologies like videoconferencing and asynchronous technologies like message boards. There are benefits to both students and institutions, but distance education also faces challenges like social isolation and ensuring academic integrity.
The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
The document discusses the advantages and benefits of e-learning. It defines e-learning as using electronic means to acquire and distribute knowledge, especially online in educational or business settings. Some key benefits of e-learning are ease of access from anywhere, convenience of availability anytime, and affordability with free programs and no paper resources required. However, e-learning also faces concerns like unfamiliarity with the technology and need for self-discipline, but these can be addressed through training and structure.
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The document discusses e-learning as a method of training. It defines e-learning as learning that is facilitated through electronic technologies and devices, allowing people to learn remotely anytime and anywhere. It notes some key benefits of e-learning include flexibility, cost savings, and accessibility. The document outlines different types of e-learning such as synchronous (real-time) and asynchronous (self-paced) methods. It also discusses how e-learning can impact and improve the teaching and learning process.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
Chisholm Institute presentation - Neil MorrisNeil Morris
Blended learning and digital technologies for the VET sector
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T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
Enhancing Learning with Technology in Higher Educationjjulius
Originally developed in this form for Dr. Jana Pershing's SDSU class on Teaching Sociology, March 2008, though elements of the presentation were previously shared in other contexts.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
2015 j. heinlein re-imagining the future of educationEADTU
1) edX is a non-profit online learning platform founded by Harvard and MIT to expand access to quality education through online courses.
2) edX's mission is to expand access to quality education, advance research, and improve on-campus education. The edX platform offers features like auto-grading, virtual labs, gamification, and social learning tools.
3) The future of education is predicted to be unbundled, accessible, global, lifelong, personalized, and blended. Trends include increasing access to education through online courses, personalized learning based on student data, and blending online and in-person education.
This document discusses the impact of the internet and e-learning on education. It notes that e-resources have provided easy access to books and journals for students. E-learning has grown due to the internet providing access to information. E-learning uses computer and web technology to bridge the gap between teachers and students. It allows for individualized, interactive, and learner-centered education. Monitoring and grading systems track student progress. The internet is transforming education and many universities may have less attraction by the end of the decade without adapting to e-learning.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
This 3-day training program provides novice facilitators without distance education experience the skills needed to become effective online facilitators. Day 1 covers delivering instruction and developing an online presence. Day 2 focuses on utilizing technology and engaging learners. Day 3 addresses accessing and evaluating student learning. The training utilizes learning theories, instructional strategies, and technology tools to develop facilitator skills and empower participants for their new distance education roles.
Module 8 Report: Technology for Student Support SubsystemStephen Esber
This document discusses learner support in distance education. It defines learner support as activities and services that support the learning process, including tutoring, teaching, counseling, advising, and administrative services. It reviews theories from experts on defining academic support, non-academic support, and the purposes of learner support. It also examines how learner support has adapted to online environments and discusses technologies that can be used for tutoring, teaching, counseling, advising, and administrative services in distance education.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
This document summarizes recent trends in standards and benchmarking for technology enhanced learning. It discusses how quality assurance bodies like TEQSA are focusing more on ensuring consistency between online and face-to-face courses as well as course quality. The document outlines eight benchmarks for technology enhanced learning and notes that several universities and organizations have developed tools and standards for quality online learning. It also advertises upcoming events at Deakin University on quality assurance and new higher education standards.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
This document discusses hybrid learning models, which combine online and in-person learning. It defines hybrid learning and outlines some key principles and teaching scenarios. The document notes that trends like disruption are driving a need for more responsive education models. It also summarizes research on schools' responses to COVID-19 and frameworks to help guide the shift to hybrid learning practices. Resources for planning and implementing hybrid learning are provided.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Answers about how you can do more with Walmart!"
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Melbourne Polytechnic presentation Neil Morris
1. Using blended learning to
enhance learning,
engagement and outcomes
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Melbourne Polytechnic, Melbourne, June 2022
3. Get involved
Padlet board – post your comments,
observations, questions, links etc.
Scan the QR code with your camera to
access the Padlet or navigate to:
https://bit.ly/3zMZbTH
On the Padlet you will find a link to
a copy of my slides, and links to
papers and materials referred to in
this session.
5. Implications for Higher Education post-
covid
Use of digital and online learning
to support campus-based and
online learners has become core
business
Language and terminology is
important – blended, hybrid,
multi-mode, HyFlex etc.
Previous research and practice in
distance and blended learning is
critically important to effective
embedding of future practice
Future trends are towards more
accessible, affordable, flexible,
bite-size HE learning
opportunities
Evidence of efficacy and
effectiveness will be crucial to
ensure adoption
8. Market for professional learning
• COVID-19, global economic shock and shift to
digitization and automation all suggest that work
is going to continually change and evolve.
• This means that people in work, or seeking work,
will need to continually upskill and reskill.
• This will create a market for high-quality,
relevant and trusted professional learning
opportunities.
• Online training is growing very rapidly, due to
flexibility, increased acceptance post-covid,
improved platforms/outcomes and reduced
carbon impact.
https://www2.deloitte.com/us/en/insights/focus/human-capital-trends/2019/reskilling-upskilling-the-future-of-learning-and-development.html
10. Impact of Covid on perceptions of
educational technology?
https://www.jisc.ac.uk/sites/default/files/ltr-report-change-and-challenge-for-students-staff-and-leaders-aug-2020.pdf
May 2020
11. Defining our terms: Post-Covid digital and
online education
Modes of study:
Face-to-face (in-person)
Hybrid
Fully online
Other terms:
Synchronous
Asynchronous
Learning approaches:
Blended Learning
Multi-mode learning
Hyflex
Hyflex quick guide: https://library.educause.edu/-/media/files/library/2020/7/eli7173.pdf
12. The HE level student and learner continuum
Occasional learner
UG / PGT student
Doctoral researchers (PhD etc.)
Professional / executive learner
Staff learners
Lifelong learner
13. How do we meet these multiple, conflicting,
needs?
Flexibility Choice Inclusivity Personalisation
Digital enabled
adaptive learning
Designing learning
for outcomes
Digital capability
Appropriate
educational support
16. Example outside of HE:
Using digital technology to provide personalized,
adaptive, flexible learning (Duolingo)
Progress monitoring
Gamified
Goal oriented
Time planned
Mobile learning
Multimedia-based
learning
Multi-mode feedback
Reinforcement
Improvement nudges Repetition
Multi-approach
Recognition
Progress monitoring
Fun
17. Duolingo (2): Using digital technology to provide
personalized, adaptive, flexible learning
Mastery based
approach
Rehearsal
Audio cues
Repetition
Feedback
Colour coding
Support Gamified learning
Progress monitoring
Challenge
Share, collaborate
18. What can we learn from these examples in
the context of HE?
Critical thinking
Independent study
Collaborative working
Research-based learning
Original thinking
Knowledge creation
Problem-solving
Skills-based learning
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
19. A challenge to universities:
Provide a digitally-enhanced inclusive education
Learning
spaces
Learning
content
Learning
technology
Ensure ubiquitous digital literacy
Re-imagine assessment
Portfolio, curriculum and pedagogies review
Learning
experience
Re-imagine ‘student’
Remove digital inequalities
20. Overview
What do we know about
learning?
Implementing
changes in practice
Offering collaborative
learning experiences,
and valuable
feedback
22. Conversational framework
Laurillard’s Conversational
Framework:
“a continuing iterative dialogue between
teacher and student, which reveals the
participants’ conceptions and the
variations between them… There is no
escape from the need for dialogue, no
room for mere telling, nor for practice
without description, nor for
experimentation without reflection, nor
for student action without feedback”.
(Laurillard, 2002)
From Laurillard (2002) Rethinking university teaching : a conversational framework for the effective use of learning technologies
23. Active learning improves learning (Wieman,
2018)
https://www.youtube.com/watch?v=HioLgQ2KxsQ&feature=youtu.be
“There’s no point in lecturing any more, it’s clearly compelling that that’s not effective”
Carl Wieman, professor of physics and education at Stanford University
“Hundreds of articles show that
active learning instruction
consistently achieves better
student outcomes (learning and
completion) than lectures
across the many disciplines
studied.”
(Wieman, THE, 2018,
https://www.timeshighereducation.com/
blog/evidence-active-learning-more-
effective-lecturing-overwhelming)
24. Active learning improves learning outcomes
(Freeman)
Freeman et al.'s. (2014) meta-analysis of over
200 studies exploring student performance in
STEM disciplines when experiencing traditional
lecturing versus active learning, which found
that on average performance increased in
active learning contexts and failure was more
likely when students were taught using
traditional lectures.
The study proposed ‘abandoning traditional
lectures in favour of active learning’
(Freeman et al., 2014, p. 8410).
25. Definitions of active learning
“Instructional activities involving students in doing things and thinking about what they
are doing.” (Bonwell & Eison, 1990)
“Active learning engages students in the process of learning through activities and/or
discussion in class, as opposed to passively listening to an expert. It emphases higher-
order cognitive functions and often involves group work.” (Freeman et al, 2014)
26. Digital exclusion Inequality Technostress
Digital literacies
Technocentricity
Literature
demonstrates how
digital technology
can have
unintended
consequences and
create problems.
Problems with digital technology
27. Jisc Digital Student Experience Insights (2021)
https://repository.jisc.ac.uk/8318/1/DEI-P1-HE-student-briefing-2021-FINAL.pdf
28. Learning experience:
Maximising value of ‘face-to-face, in-person’
Education:
• Examine every learning activity and decide if it
should be offered online or in-person
• Ensure principles are met irrespective of mode
• Create and extend in-person activities that
foster community, sense of belonging and well-
being
• Use the campus facilities for high-value formal
learning and for social, informal, learning
opportunities
• Support professional development for staff, and
broaden educational support roles
Access
Flexibility
Inclusivity
Engagement
Well-being
Community
29. A word on principles for use of educational
technology…
Free web-based edtech tools are often readily accessible, (free) and functionality rich
Many teachers like to try out new tools with their learners, in the hope it will support and enhance
learning
However, educational technologies need to be:
Safe… i.e. storing data securely and in line with local legislation
Accessible i.e. meet the highest accessibility standards
Secure.. i.e. meeting institutional regulations for cybersecurity
Inclusive.. i.e. available on a wide range of devices, online and offline
Supported.. i.e. first line and specialized IT support available 24/7, 365
Integrated.. i.e. accessible via single-sign on from institutional systems
This often means that teachers are encouraged to only use institutionally-approved / supported
systems
Whilst this can be frustrating for teachers who just want ‘to get on with it’, there are good reasons
for this.
30.
31. Get involved
Padlet board – post your comments,
observations, questions, links etc.
Scan the QR code with your camera to
access the Padlet or navigate to:
https://bit.ly/3zMZbTH
On the Padlet you will find a link to
a copy of my slides, and links to
papers and materials referred to in
this session.
32. Embedding student-centred active
digitally-enabled pedagogies
Fully embed the use of digital
technologies and online learning
in pedagogical practice, focused
on student-centred co-created
curriculum approaches
Focus on inclusive, flexible,
active and engaging learning,
teaching and assessment
activities.
Make most effective use of
digital technologies to enhance
assessment practices and
processes, and encourage a
move to authentic digital
assessments.
Continue to evolve curricula to
deliver effective blended
learning for on-campus learners,
and be prepared to adapt
approach and pivot seamlessly
to hybrid and online learning in
the face of external forces.
Grow open educational practices
to support use, re-use and re-
purposing of high-quality digital
assets that can enhance student
learning
33. Principles for designing effective multi-
mode inclusive learning
Start with considering the learning outcomes, learners, learning environment, technology
availability and digital skills level
Ensure access, flexibility and inclusivity for every learner and every learning activity
Design learning activities suitable for each mode of study
Consider how to integrate learners studying in different modes to enable collaboration,
knowledge / experience / cultural sharing
Personalise the learning experience as far as possible with the available technology
Engage and include learners in co-creating their learning experiences
Provide authentic, adaptive, flexible assessment opportunities that offer valuable real-world
experience
34. Example: Fully online flipped learning
Multimodal
learning
content via VLE
– all available in
advance
Weekly
synchronous
interactive
seminars
(recorded)
Weekly
asynchronous
discuss and reflect
activities, with
tutor feedback
Group multimodal
assessment,
multiple
stages/feedback
35. Learning content:
Prepare for multi-mode rebundled education
• Offer every course in three modes:
- On-campus, blended
- Hybrid (online with some campus activities)
- Fully online
• Prepare to enable students to choose (and change) mode of
study
• Encourage students to bring credits from elsewhere into your
programmes
• Offer all your online courses to learners globally, for credit and
for lifelong learning
• Partner for services you need, but keep the things you value
the most in-house
36. Potential benefits and risks of unbundling
for learners and learning
Benefits
Access
Flexibility
Inclusiveness
Student-focused
Market-led costs
Risks
Fragmented curriculum
Quality / regulation
Misalignment with
employer requirements
Cannabilisation of HE
sector
Further inequality
Micro-credentials
Pay-as-you-study
Mix-and-match
Enhanced campus
education
Global education
offer
Impact on role of
academic
Complexity for learners
Further marketisation of
sector
Digital exclusion
Risk to status of ‘degree’
37. What’s next for digital and online education?
Mobile, flexible, accessible social learning
Unbundled credentialed online education
Immersive educational experiences using XR
technologies (virtual reality, augmented reality
and mixed reality)
Data informed personalised, adaptive learning
environments
Online and physical communities for social and
formal learning
Artificial intelligence based tutoring and
assessment
Virtual laboratories and simulations
Integrated, intelligent, digital education
ecosystems
Personalisation
Real time online
collaborative
learning
Social
learning
Game-
based
learning
Employer
focused
learning
Authentic electronic
assessment
Integrated
mobile
learning
Student
centred
learning
Widespread
blended
learning
Learning
analytics
Flexibility in pace,
place and mode
38. Thank you
Padlet board – post your comments,
observations, questions, links etc.
Scan the QR code with your camera to
access the Padlet or navigate to:
https://bit.ly/3zMZbTH
On the Padlet you will find a link to
a copy of my slides, and links to
papers and materials referred to in
this session.
39. Elements of a blended learning approach
Blended Learning is ..“An appropriate
mix of face-to-face and online
learning activities, using traditional
instruction, guided support and
independent learning, underpinned by
the use of digital technologies and
designed using strong pedagogical
principles, to support learner
engagement, flexibility and success.”
(Morris & Laurillard, 2015)
40. Developing students’ digital literacies
Digital
skills
Digital
scholarship
Digital
practice
Digital
presence
Online
module
Credit
bearing
Interactive
Assessed
online
Discipline
focused
Research
based
https://www.openaccessgovernment.org/growth-of-online-education/112315/
41. Enriching hybrid learning with digital
technology
Hybrid delivery requires engaging multi-modal content in a
clearly narrated learning journey, with multiple
opportunities for interaction, questioning and feedback.
Creating an online community where students
and teachers can be their authentic selves and
learn together through directed tasks helps to
improve learning.
42. Enriching student engagement through active
learning
Regular opportunities for interaction,
debate and feedback help to guide
students through the learning
journey and build their confidence
and understanding.
Use of a consistent tool set builds
learner skills and engagement and
provides an on-going data set to
help support learners.
43. Uses of video in education
Image CC by Jenko, FlickR
44. At desk recording
capabilities used
extensively during
remote working
Automated
captioning for all
content
Audio and video resources to enhance
learning
76% of students use
recordings for note-
taking after lectures
74% of students use
recordings for writing
assessments
85% of students use
recordings to catch-up
after missing lectures
Morris et al., 2019
“Recording lectures and then putting them on the VLE should be
compulsory for every school within the university.”
“Record seminars not just lectures. Would be useful for revision near
exams as not possible to write notes for everything said in seminars.”
“Flip the classroom - if most lectures are recorded and change little from
year-to-year, why can't students watch the lecture beforehand and use
the time in class to broaden their understanding with the lecturer.”
45. Lecture capture reimagined: shifting to a
student-centred approach
https://jamworks.com/
Shift to student-centred approaches for audio
and video learning materials
Aim to give students more control over their
learning journey, enabling them to curate
learning content most relevant to their needs
Tools to personalize, curate and enable
annotation, sharing and collaboration are
increasing in the market (e.g. Jamworks)
Flexible software-based tools that enable
managed recording and publication of all
educational content
46. ePortfolios: a rich tool set to support
learning
Reflection
Learning activities/
journeys
Collaboration Practice
Competency-based
learning/assessment
Assessment and
feedback
Professional
development
Career support
47. Assessment and feedback in
the digital age
https://www.jisc.ac.uk/reports/the-future-of-assessment
48. Group-based authentic assessment
develops skills and competencies
https://edu2k.net/blog/assessment-whats-the-point/
https://sway.office.com/EX38m2nSXgaovY8m?ref=Link
Working in groups to co-
create new content based
on learning topics supports
self-regulated learning and
engagement, and supports
development of digital
literacy, team-working and
leadership skills.
Assessments of this kind
also reduce the possibility
of academic malpractice,
reduce marking time and
produce usable outputs.
49. Virtual classrooms: supporting multi-mode
learning approaches
Virtual classrooms can offer a flexible, inclusive learning experience
for students who are classroom-based, campus-based, home-based
or international.
Educational institutions should provide a consistent approach to the
use of virtual classrooms, and provide professional development to
support teachers (and learning mentors) to optimize the learning
experience for all participants.
This will require careful learning design and session planning, to
ensure all participants can engage equitably in the learning activities,
and may necessitate increased educational support (e.g. online
mentors) for large multi-mode groups.
Plan activities and approaches for students attending in the class in
all modes (i.e. in-room students will do activity A supported by in-
room teacher, online students will do activity B supported by online
learning mentor).
In-class
learners
Campus-based
(but not in-
class) learners
Fully online
learners
50. Learning spaces:
Preparing for active, social, engaging interactions
• Convert lecture theatres to active
learning spaces
• Equip spaces with tech facilities for
content sharing and interaction
• Equip spaces for ‘bring your own
device’
• Provide supported ‘demonstrator’ and
‘innovation’ labs with AR/VR
• Implement smart campus technology
for sustainability, efficiency and data
mining
51. Creating an integrated digital
education ecosystem
• Ensure consistency and human-
centred design are principles in
your ecosystem
• Ensure seamless movement
within the ecosystem
• Use the data collected to
support students’ learning, well-
being and outcomes, and to
redesign curricula
• Be wary of consolidating digital
education to a single platform
or system
52. Leveraging data to enhance student
learning and engagement
• Sharing learning engagement
information with students builds their
confidence and helps them to reflect.
• Building trust with students about
how their data is being collected and
used is essential.
• There are powerful opportunities to
use learning data to design more
inclusive, personalized, authentic
curricula.
• Use of these data can help direct
student support to those most in
need and avert difficult situations.
53. Evolving educational support to meet the
changing nature of education
Professional
development
Reward and
recognition
Leadership roles
Re-imagine role of
teacher, mentor,
learning support
Integrated academic
and professional
support
Professional support
roles
54. Measuring success – where are we now?
A digital and online environment scorecard
Strategy
Digital embedded
in pedagogical
approaches
Effective digital
education
ecosystem
Digital literacy
framework for staff
and students
Network of
champions
Professional
support available
Education spaces
transformation
Virtual spaces for
formal and informal
learning
Widespread
adoption
Effective support,
guidance and
training
Horizon scanning
and new initiatives
Online assessment
capabilities
55. Learning experience:
Maximising the quality of the overall experience
Experience:
• Digitise and automate all administrative
activities
• Offer seamless, multi-device, platform
agnostic, experiences
• Blend in-person and online experiences
• Enable high-quality chatbots for all
routine queries and direct to human for
complex queries
• Match the experience of the best non-
HE service providers
Access
Flexibility
Inclusivity
Engagement
Well-being
Community
56. Get involved
Padlet board – post your comments,
observations, questions, links etc.
Scan the QR code with your camera to
access the Padlet or navigate to:
https://bit.ly/3zMZbTH
On the Padlet you will find a link to
a copy of my slides, and links to
papers and materials referred to in
this session.
58. Facets of ‘unbundling’
Process Products
Activities Services
An example of unbundled educational provision could be a
degree programme offered as individual standalone modules
available for credit via an online platform, to be studied at the
learners’ pace, in any order, on a pay-per-module model, with
academic content, tutoring and support being offered by the
awarding university, other universities and a private company.
Unbundling is the process of
disaggregating educational provision into
its component parts likely for delivery by
multiple stakeholders, often using digital
approaches and which can result in
rebundling.
Swinnerton et al 2020
60. Lifelong Education Commission – focus on
micro-credentials (2022)
https://www.lifelongeducation.uk/_files/ugd/5e41e6_95429291b6d7456f833e29b145e2b43e.pdf
61. Building collections of online courses to
maximise reach, access and flexibility
• Full Masters degrees (flexible, 2 year part-time)
on internal or external platforms, in partnership
or alone;
• Modules from these degrees available as
standalone credit-bearing courses (stackable
modules ‘micro-credentials’) on external
platforms;
• Short courses from these modules available on
external platforms for professional learning or
lifelong learning.
Full degree
Credit-bearing
courses (‘stackable
modules’, paid)
Short courses
(paid) for
professionals
Short courses
(open) for lifelong
learning
62. Online education: risks to digital
inequality
Professor Narend Baijnath, Council on Higher Education, South Africa is
acutely aware of the issue of access in South Africa:
“The danger I think is that those who are better endowed with access to
technology and resources and so on will do better and be able to benefit
from this more,… we have the potential of this inequality in our society
being exacerbated as a result.”
…and this resonates very loudly in our current situation.
63. Online education: Opportunities for
employability
Serene Esuruoso, Leeds University Union Education Officer (2018/19) pointed
to concerns about provision across several institutions with:
“lack of consistency with teaching”.
However, she also referred to potential opportunities:
“I think that the main opportunities for unbundling lie within
employability…. once you graduate and you have a clearer idea of where
you want to go, being able to create or co-create your education by
picking and choosing the modules that fit with the career path that you’ve
identified will give you an edge.”
.. Also very relevant for our current situation.
64. Implications of fully online education for
academics and teaching
Growth of team-based digital content
production
Increased need for professional support
teams
Implications for intellectual property rights
and authorship rights
Management of sharing and re-use of
digital assets
Complex market-place for consumers
Increased competition from the private
sector who are using market approaches to
develop educational offerings.
https://credentialengine.org/wp-
content/uploads/2021/02/Counting-Credentials-
2021.pdf
65. Scaling up online education: possible
implications for universities
Universities are looking to
rapidly upscale their online
education capabilities
A clear online education
strategy, investment in skills,
and buy-in from staff are
essential
Partnerships with private
companies and online platform
providers require detailed
thought
Online education strategies
should be aligned with on-
campus blended learning
delivery
Commercialisation of
academic-created teaching
materials for online education
needs to be navigated carefully
https://www.hepi.ac.uk/2020/04/29/scaling-up-online-education-more-haste-less-speed/
66. Summary
• Views about effective methods to support education and learning
will continue to evolve.
• As educators and researchers, we should focus on embedding digital
technology where pedagogically appropriate to support a student-
centred, flexible, inclusive, learning experience.
• We all need to focus on curriculum design and ask what we want our
learners to be able to do, or know, through learning activities.
• We need to continue to challenge, and critically evaluate, the value of
new technologies to ensure they are delivering tangible benefits to
all learners.
67. References
Active learning
Barnes, D. (1989). Active Learning. Leeds University TVEI Support Project, 1989. p. 19. ISBN 978-1-872364-00-1.
Bonwell, C., Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. Information Analyses - ERIC Clearinghouse Products (071). pp. 3. ISBN 978-1-878380-08-1.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111, 8410-8415.
Laurillard, D. (2002). Rethinking university teaching : a conversational framework for the effective use of learning technologies. Taylor & Francis.
Mazur, E (1997). Peer Instruction: A User's Manual Series in Educational Innovation. Prentice Hall, Upper Saddle River, NJ
Mercer, N., Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory- Learning, culture and social interaction, 2012 - Elsevier
Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society, 3 (2).
Wieman C. (2019). Don’t lecture me! Nature. https://www.nature.com/articles/d42473-019-00339-6
Digital education ecosystem
Morris NP, Swinnerton B, Coop T. 2019. Lecture recordings to support learning: a contested space between students and teachers. Computers and Education. 140
Clunie L, Morris N, Joynes VCT, Pickering JD. 2018. How Comprehensive are Research Studies Investigating the Efficacy of Technology-Enhanced Learning Resources in Anatomy Education? A Systematic Review. Anatomical Sciences Education. 11(3), pp. 303-319Goshtasbpour F, Swinnerton B, Morris NP. 2020. Look who’s talking:
Exploring instructors’ contributions to Massive Open Online Courses. British Journal of Educational Technology. 51(1), pp. 228-244
Morris NP, Lambe J. 2017. Multimedia interactive eBooks in laboratory science education. Higher Education Pedagogies. 2(1), pp. 28-42
Morris NP, Lambe J, Ciccone J, Swinnerton BJ. 2016. Mobile technology: students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning. 32(5), pp. 430-442
Unbundled Higher Education
Morris NP, Ivancheva M, Coop T, Mogliacci R, Swinnerton B. 2020. Negotiating growth of online education in higher education. International Journal of Educational Technology in Higher Education. 17(48)
Ivancheva MP, Swartz R, Morris NP, Walji S, Swinnerton BJ, Coop T, Czerniewicz L. 2020. Conflicting logics of online higher education. British Journal of Sociology of Education. 41(5), pp. 608-625
Unbundling and higher education curriculum: a Cultural-Historical Activity Theory view of process. (2020) Alan Cliff, Sukaina Walji, Rada Jancic Mogliacci, Neil Morris, Mariya Ivancheva. Teaching in Higher Education
The Unbundled University: Researching emerging models in an unequal landscape. (2020) Preliminary findings from fieldwork in South Africa. B Swinnerton, M Ivancheva, T Coop, C Perrotta, NP Morris, R Swartz. Book: Mobility, data and learner agency in networked learning
Between a rock and a hard place: dilemmas regarding the purpose of public universities in South Africa (2019) R Swartz, M Ivancheva, L Czerniewicz, NP Morris. Higher Education 77 (4), 567-583
Unbundling education: Mapping the changing nature of Higher Education in South Africa. (2019) N Morris, B Swinnerton, L Czerniewicz. Impact 2019 (1), 44-46
Negotiating the new normal: How senior decision makers in higher education perceive marketisation in the sector. (2018) L Czerniewicz, RJ Mogliacci, S Waljii, R Swartz, M Ivancheva, ... Research and Development in Higher Education:[Re] Valuing Higher Education 41
Links available at: https://essl.leeds.ac.uk/education/staff/156/professor-neil-morris
Editor's Notes
Not necessarily crowded market not business e.g. health, new techs