Overview of the Institute of Learning Innovation


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This presentation was delivered before a delegate of the Yamaguchi Prefectural University of Japan, on 1st July 2013 at University of Leicester.

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  • VW: 3D space; represented by avatarCreate any context in which to learnSimulation – real, imagined, impossibleDemo: SWIFT Genetics lab (experiential; computer as tutor)Demo: Language-learning in context / with nativesDemo: SWIFT XP3 (Abstract)Demo: Artistic (Castle)SL; OpenSim; HTML5
  • PBL:Constructivist approach to learningLearner focusedLearners develop problem-solving, self regulated learning and team based learning skillsGeared toward “real world” tasks; projects or problems have more than one approachEmphasis on authentic, performance based assessmentContext: EU-funded;10 partner organisations ; 6 languages; adapted for each culture (GR,RO,IT,TU,PG,EN)Theoretical andpracticalelements - participants work alone &in groups  engaging and interactiveEmploysSalmon’s (2002) E-tivity model:Stage 1 - Access and motivationStage 2 - On-line socializationStage 3 - Information exchangeStage 4 - Knowledge constructionStage 5 - DevelopmentVirtual Facilitator: expert system to guide learners in designing PBL sessions by asking questions/offering suggestions.An open access area for participants to share their own PBL scenarios / designPBL repository: An open access area for participants to share their own PBL scenarios / design
  • Overview of the Institute of Learning Innovation

    1. 1. Overview of the Institute of Learning Innovation Terese Bird, Grainne Conole, Palitha Edirisingha, and Paul Rudman 1st July 2013
    2. 2. Outline • The context – E-learning timeline – Learner experience • Research at ILI • Future challenges
    3. 3. E-Learning timeline Multimediaresources 80s TheInternetandtheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia 04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 Learningobjects 94
    4. 4. The importance of e-learning • Potential to support interaction, communication and collaboration • Developing digital literacy skills • Preparing students for an uncertain future • Improving employability opportunities • Increased importance of technology in society • Connecting students beyond the course
    5. 5. The MATEL study • Productivity and creativity • Networked collaboration • Content creation • Visualisation and simulation • Learning Management Systems • Learning environment • Games • Devices, interfaces and connectivity http://www.menon.org/matel/
    6. 6. 6 • Technology immersed • Learning approaches: task- orientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and Cloud-based tools and services • Use of course materials with free resources Learner experience Sharpe, Beetham and De Freitas, 2010 EDUCAUSE survey
    7. 7. Institute of Learning Innovation • Mission – To research and apply learning innovations to inform policy and shape practice • Vision – To enable creativity, quality and innovation in learning and teaching to enhance the learner experience
    8. 8. Areas of activity • Research • Teaching • Supervision • Consultancy • Visiting scholars • Institutional advice
    9. 9. Areas of research • Openness (OER, MOOCs, digital scholarship) – POERUP, OER in Rwanda • Learning Design – SPEED and METIS • Mobile learning – eBooks and PLACES, iPads for reading strategies, podcasts • Virtual worlds – SWIFT • Social media – use for research • Learner experience/teacher practice – use with teachers • Digital literacies and creativity – PELECON • Technology-Enhanced Pedagogies – Overview and SCENE
    10. 10. POERUP outputs • An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives • 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries • 7 in-depth case studies • 3 EU-wide policy papers
    11. 11. MOOCS Free Distributed global community Social inclusion High dropout rates Learning income not learning outcome Marketing exercise http://olds.ac.uk http://olds.ac.uk
    12. 12. Promise and reality Social and participatory media offer new ways to communicate and collaborate Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack of time and skills
    13. 13. Digital literacy skills http://edudemic.com/2013/04/important-21st-century-skills/ Creativity Multi-tasking Performance Simulation Appropriation Play Distributed cognition Judgment Collective Intelligence Transmedia Navigation Networking Negotiation Jenkins et al., 2006 Lisa Marie Blaschke on fb
    14. 14. The 7Cs of Learning Design Conceptualise Vision CommunicateCapture ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
    15. 15. Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
    16. 16. Embedded E-books and E-Readers in Distance Learning Lessons from projects DUCKLING & Places Terese Bird Learning Technologist and SCORE Research Fellow MobiLearn Asia 2012 Singapore Photo by brewbooks on Flickr
    17. 17. DUCKLING: Delivering University Curriculum: Knowledge, Learning and INnovation Gains • 3 distance programmes in 2 disciplines: – One MA in Applied Linguistics and TESOL, Education – Two MSc in Occupational Psychology, Psychology • 4 technologies: Podcasting Wimba Voice Board Sony E-book readers Second Life http://www.le.ac.uk/duckling
    18. 18. 28 Sony PRS-505 e-book readers, pre-loaded with course materials and podcasts, given to 17 TESOL and 11 OP students Instruments TESOL OP Total Blackboard Survey 17 11 28 Cognitive mapping Interviews 9 3 12 Causal map The pilot and research
    19. 19. Course material conversion epubbud.com Calibre.com
    20. 20. Flexibility and mobility Small, compact size Readability Easy on the eyes Access from a single device without internet Portability Capacity Long battery life Continue reading, Bookmark Photo by Kzeng on Flickr Photo by Yummy Pancake on Flickr
    21. 21. One-iPad-per-distance-student: MSc in Security, Conflict and International Development, Department of Criminology Photo by The USO on Flickrr
    22. 22. Peacekeeper-student’s coffee break during long-range patrol
    23. 23. Yida refugee camp, South Sudan by Acnur Las Americas, Flickr
    24. 24. Overall course evaluations 2012-2013: 50% use the Course App and iPad daily 90% found iPad to be ‘useful’ or ‘very useful’ part of the study pack 61% use the Course App more than Blackboard …even though Blackboard is required
    25. 25. Student comments: Being in the military I needed a course I could study literally anywhere. The innovation of Leicester in taking distance learning forward into the 21st Century made it an obvious choice. The course App is easily accessed, it is pre- structured and organised. I find it a logical progression and a great guide to complete a unit by using the course app. If it was not available I would use the blackboard as opposed to print, again as it easier to access view. I travel quite a lot for work making the use of Ipad ideal Course tutor’s comments: “…Absolutely fantastic. Aside from it being so intuitive, the way students can access materials, it’s just so lightweight; the amount of stuff they get, it doesn’t take up much room. “ “… In the field, they’re not going to take their laptop, they may not have access to computers… but they’ve got their iPad, so they can look at the material.”
    26. 26. Enhancing learners’ metacognition about L2 reading in Mobile Assisted Language Learning (MALL) School of Education Postgraduate Researcher Conference 2013 Saturday 29th June 2013
    27. 27. Enhancing learners’ metacognition about L2 reading in Mobile Assisted Language Learning (MALL) School of Education Postgraduate Researcher Conference 2013 Saturday 29th June 2013 Natalia Auer
    28. 28. PURPOSE • To examine the reading strategies used by adult Spanish learners to understand digital texts when using tablets • To determine which features in the tablets enable awareness of reading strategies
    29. 29. RESEARCH QUESTIONS • How L2 metacognitive reading strategies can be mediated by the technology? • What type of metacognitive L2 reading strategies do Spanish language learners use with tablets? • Which functions in the tablets (iPad) facilitate metacognitive L2 reading strategies?
    31. 31. Social media Include learninginn, ILI blog, tbird twitter, fb page
    32. 32. Social Media to enable and profile the researcher Terese Bird, Institute of Learning Innovation Dr Alan Cann, Department of Biology Researchers’ Workshop, 14 June 2013 University of Leicester Photo by jennifermackenziejones, Flickr
    33. 33. iTunesUReach & SPIDER Projects: Social Media to conduct & disseminate research • Website • Blog – open notebook, disseminate, collaborate • Online survey – baseline • Scoop.it – identify, curate, collaborate, disseminate • Data collection via Twitter and ‘Chinese Twitter’ Weibo • YouTube, Vimeo - disseminate • Slideshare - disseminate • Twitter & Facebook to disseminate and discuss
    34. 34. SWIFT – Learning in virtual worlds Features: • Harnesses imagination • Experiential learning • Creates learning context • Computer as personal tutor Example applications: • Practical subjects • Language practice • Abstract concepts • Artistic creation
    35. 35. SCENE – Problem-Based Learning (PBL) Aims: • Promote the use of PBL as a teaching method in the EU • Train teachers, trainers and head teachers on PBL pedagogy Online course video, discussion forums, virtual classrooms PBL repository To share PBL scenarios Virtual Facilitator To assist learners
    36. 36. Research Aims • To identify HE students’ access to and the use of digital technologies and web 2.0 tools for their formal and informal learning in HE. • To identify their level of media literacy, awareness and to develop strategies for addressing gaps in levels of literacy. • To make recommendations for supporting students to further develop their competencies with online information.
    37. 37. Methods • Questionnaire surveys of 100 undergraduate and postgraduate students to identify their ownership of and use of digital devices and web 2.0 tools – First round (2010-11) returned: 53 – Second round (2011-12): returned 41 • Focus groups (4) with students (3 – 4 in each group) to gain a deeper insight into their use of web 2.0 tools in a learning context – First round (2010-11) 3 groups (10 students in total) – Second: 1 group of 3 students • Workshops with students to develop and validate appropriate online activities and learning tools to improve their level of web awareness and literacy.
    38. 38. Key Theoretical Concepts Digital / media literacy Online affinity spaces Participatory culture
    39. 39. You can download the data from the 2010-2011 questionnaire survey http://goo.gl/kraQF Next slides based on 2011 - 2012 data
    40. 40. Ownership of computer and other digital devices (% reporting) 2012 data 35 100 82.5 17.5 92.5 87.5 42.5 10 25 0 20 40 60 80 100 120 Desktop laptop Smartphone Phone Camera MP3Player Tablet eReader GameDevice 2012 data set 1, n = 40
    41. 41. Devices used to access internet during term-time (% reporting) 2012 data 85 100 77.5 7.5 10 25 0 20 40 60 80 100 120 UniComputer OwnComputer MobilePhone iPodTouch OtherDevices Tablet 2012 data set 1, n = 40 [55% in 2011]
    42. 42. FrequencyofusingWeb2.0toolsandactivities–2012data 0 5 10 15 20 25 30 35 40 45 Update SNS Watch Television Listen to radio Write blog Use SBMS Contribute to wikis Play video games Download / share music Use 3-D virtual worlds Chat (e.g., MSN) VOIP Share digital photographs Share videos Record own music Mix music Make graphic art Contribute to bulletin boards Microblogging Subscribe to RSS feeds Programming Selling on ebay Online shopping Online banking Use ‘Apps’ Missing Rarely/never Sometimes Frequently
    43. 43. Special issues • Designing for learning • Social inclusion and OER
    44. 44. Professional bodies
    45. 45. Social media Include learninginn, ILI blog, tbird twitter, fb page
    46. 46. Policy debate
    47. 47. PhD students and visitors • 11 PhD students • 2 - 3 visiting scholars per year • Visiting delegates (including: OU China, Denmark teachers, Finland, South Africa, India, Kurdistan) • 2 – 3 visiting PhD students
    48. 48. Consultancy • Offerings across our research expertise areas • Learning Design workshops particularly popular • Clients (including: Singapore, South Africa, Ireland, China, UK, Malawi/Ghana) • Off the shelf workshop and bespoke offerings
    49. 49. Activities • Cutting edge research and horizon scanning • Institutional service and support • Advice and consultancy • Input to policy debate at UoL and beyond • Dissemination (at events and via social media)
    50. 50. Learner practice Use of technologies Diversity/culture Teacher practice Design practice Use of technologies Research OER Learning design Web 2.0 Virtual worlds Learner experience Horizon scanning Research into practice Policy OER/iTunes Learning spaces Cloud computing Virtual Learning Environment
    51. 51. Future challenges • Disaggregation of Education • Digital literacies • Digital skills and jobs gap • Changing business models • Future of work http://www.flickr.com/photos/mrsdkrebs/6400358699/