The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.

1. UEL Online Learning
The Online Learning Landscape
Simon Walker
Head of Educational Development
University of Greenwich, London , UK

8. USP

10. Colorado Technical University. - http://www.coloradotech.edu/education

12. Typed in: www.harvard.edu/learning

13. Global demand for higher education
By 2025, the global demand for higher
education will double to 250m per year,
mostly from emerging economies
Davis, D,. Mackintosh, B (Eds) (2012)
Making a Difference: Australian International Education.
https://www.ieaa.org.au/research-projects/making-adifference
The new UNESCO goals for education:
•
•
Every child completes a full 9 years of free basic
education …
Post-basic education expanded to meet needs for
knowledge and skills …
(Draft for UNESCO post 2015 goals)
Source: Brandenburg, U., Carr, D., Donauer, S.,
Berthold, C. (2008) Analysing the Future Market –
Target Countries for German HEIs, Working paper
No. 107, CHE Centre for Higher Education
Development, Gütersloh, Germany, p. 13.

15. Video courtesy of Alan Levine – cogdogblog.com

16. Duke University MOOC Bioelectricity
Report at
http://bit.ly/ZRMbjp

17. The future of the university as we know it?
Is there a future for the physical
university in 10 years in our knowledge
economy?
Show of hands
1. Yes, but…
2. No, but…

18. What’s interesting about MOOCs?
Creates opportunities to motivate
Promotes openness
Focuses on design
Opens up a range of technologies
Bridge informal and formal
/ lifewide and lifelong
Develops approaches for building
automatic support for learners?
E-Learning is recognised as mature

19. Environmental scanning
10 innovations most likely to
have on higher education
•
•
•
•
•
•
•
•
•
•
Massive open online courses
(MOOCs)
Badges to accredit learning
Learning analytics
Seamless learning
Crowd learning
Digital scholarship
Geo-learning
Learning from gaming
Maker culture
Citizen inquiry
http://www.open.ac.uk/blogs/innovating/

20. Horizon Report 2014 (educause) Key Trends (globally)
1.
Openness —open content, open data,
open resources, transparency and easy
access to data and information — is
becoming a value
2.
Massively open online courses are
being widely explored as alternatives and
supplements to traditional university
courses
3.
The workforce demands skills from
college graduates that are more often
acquired from informal learning experiences
than in universities
4.
Use of new sources of data for
personalizing the learning experience and
for performance measurement
5.
Role of educators continues to change
due to the vast resources that are accessible
to students via the Internet.
Related key Challenges
•
•
•
•
•
Unprecedented competition in HE
New forms of scholarship
Digital media literacy in staff
Limited educational practices
Lack of support for personalised
learning
• Most academics are not using new
technologies

21. OERs
Do you recognise the term "Open Educational
Resources"? If so, could you say, in a few words, what you
understand by this? N= 147
University of Greenwich OER staff survey [online]. (2013). [Accessed 2nd Nov 2013].

22. Challenges for the institution
• Formal strategy/policy documents lag
behind current thinking
• Educational principles are rarely enshrined in
strategy and policy
• Devolved responsibility makes it difficult to
achieve parity of learning experience
Gill Ferrell (2014 Oct). Challenge to change: enhancing assessment and feedback with technology. Presentation presented at Jisc
Experts Meeting, Birmingham, UK.

23. Design Challenge 1.
Learning environments
Physical and virtual spaces

24. Learning activity design model (2009)
Beetham, H (2007) ‘An approach to
learning activity design’, in Rethinking
Pedagogy for a Digital Age, Beetham, H &
Sharpe, R (eds), Routledge, pp26–38

25. ‘Built pedagogy’ - formal Learning Spaces. From this..

26. …to this

27. Did the room change the way you teach?

28. Design Challenge 2.
Designing curriculum and teaching across
a degree programme, with coherent and
aligned pedagogies and programme-level
educational goals

29. Approaches to curriculum design

30. Feedback and Assessment
Course 1
Course 2
Course 3
0
2
4
6
8
10
12
Week
Based on the ESCAPE project (JISC 2008-2010 – University of Hertfordshire)

31. Pedagogical freeze? http://www.mapmyprogramme.com

32. Design Challenge 3
Promote the importance of digital
literacy to develop critical practice –from
tools and benchmarking skills /standards
to thinking and use
skills
literacies
Digital literacy defines those who exhibit a critical
understanding and capability for living, learning and
working in a digital society.
Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009)

33. What do we know/challenges for Learning Design?
Q1. Which would increase the effectiveness of
your learners – Literacy or Digital Literacy?
Q2. Which would increase the employability of your
learners - Literacy or Digital Literacy?
How/what/where should we teach DL (if at all)?

34. National UK Digital Literacy programme
Information Junkie
Your Score = 10

35. Digital Literacy in Transition
The student journey…..

37. Learning
An inspiring and intellectual curriculum helps nurture
student engagement and learning how to learn, aligned with
use and development of digital literacies.
FIRST LECTURE
How might you support/develop students through these transition challenges?
KEY TRANSITIONS
What students say is a critical moment …
ENABLING TECHNOLOGIES
Ways in which students feel digital devices
& tools can support this transition …




“When I first entered the lecture room”
“Lectures with projector facilities was new to me”
“Lecture was challenging as well as interesting”
“Waking up early to come to lectures”



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iPads to make notes in labs & record lectures
Pre-lesson study support & ARS during lectures
Made lectures more efficient and easy
Mobile phone for camera to take pics of
important info during lectures.

38. DL & Curriculum mapping. Institution and Programme considerations

39. What do students want?

40. Students’ experiences of online learning (UEL Key theme 1)
Students' expectations and experiences of the digital
environment
Helen Beetham and David White, October 2013
Students want:
• Ubiquitous free-at-the-point-of-use access to the whole of the web
• Robust and ubiquitous wifi across campus locations
• The capacity easily to connect their own devices to the university network and
to have (e.g. helpdesk) support in using their own devices and services on
campus
• access to a range of learning spaces with robust wifi, storage facilities, desk
space, power sockets
• consistent use of the VLE for course administration and course content
• teaching staff with the ICT skills to operate effectively in a digital environment
• access to institutional devices alongside their own, especially desktop
computers and printers
• a university web site with reliable and detailed information about their
(prospective) course of study

41. • ….course-related information and personal updates (e.g.
timetable, deadlines, library loans)
• to be accessible continuously via their preferred device/service
• an institutional email address and that email will be the primary
form of communication with their course and institution
• access to personal/social web services on university networks
(but are divided on whether they prefer these to be integrated
with institutional services)
• explicit instruction in using institutional systems (library
catalogue, VLE, assessment system) and specialist technologies
required for their course
• technology incorporated into their teaching/learning in ways
that are relevant to their academic success

42. Information practices are changing
Threshold practices
How many of you cite:
Analogue differences.
(ordering alphabetic
referencing)
Website with author
Website without author
Online image
Google Earth Image
Blog article
Podcast
Wiki
Video from youtube
Tweet
Facebook
Iphone or android
application
Access = free
Social media and
discovery

43. Digital Literacy
Considering the
pace at which HE
and the digital
environment is
changing, the
Learning Designs
that students
will need five
years from now
may look very
different
Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999

44. The Critical Digital Literacy model
Information Junkie
Your Score = 10
Persona

45. Identity building

46. Digital reputation

47. Information Junkie
Your Score = 10
Participation

48. Employability mapping – Rate our Graduates. Persona dimension

49. OUCH - Undergraduate Class Hybrid- Jonathan Worth. Coventry University

50. MOODLE
Small group – IBL. Simon Snowden. University of Liverpool
Tünde Varga-Atkins. (Oct 17 2014). Defining and developing information and digital literacies
through Enquiry-Based Learning (EBL) Presentation at Jisc Experts Meeting, Birmingham, UK

51. Assessment is a Wikipedia article

52. Distributed and connected groups – Helen Keegan. University of Salford.

53. Team based learning. Medical Faculty Nanyang University

54. Large group - Is-it Learning
Lawrie, G (2012) Is-It Learning. Implementing collaborative interdisciplinary scenario inquiry tasks in large first-year science classes
http://www.iolinscience.com.au/wp-content/uploads/2012/05/IS-ITs-IOL-Forum_Lawrie.pdf (accessed 25/10/13)

55. IS-IT Research Task
1. Choice of scenario
2. Self-selection of groups
3. Interdependence achieved through individual
responsibility
4. Collective output
5. Peer evaluation of group members (internal
6. Peer evaluation of other reports in same scenario
(external)

57. Student solutions – students as change agents

58. Evolution or step change?
Perhaps the the most critical challenges
facing most institutions will be to develop
the capacity for change ; to remove the
constraints that prevent institutions from
responding to the needs of rapidly
changing societies; to remove unnecessary
processes and administrative structures; to
question existing premises and
arrangements; and to challenge, excite,
and embolden all members of the campus
community
Dunderstadt, J.J (1999) Can Colleges and Universities Survive in the
Information Age? In Dancing with the Devil Eds Katz, N, et al.
Educause

59. Design Challenge 4
Developing recognition and reward for enhancement
and innovation. Rewards for establishing reputation;
development of programme teams; undertaking
evaluation; demonstrating impact; finding efficiencies;
sharing practice .

60. s.walker@gre.ac.uk
Sialker
Simon Walker
Simonwalker
hugh snook
Hvala,谢谢, Asanti, Dík, Tack, Danke, Merci, Tak,
Kiitoksia, köszönet, Grazie, Dank, Takk, Dzięki,
Obrigado, naa goodee……thank you for listening
and participating.