21st century learning in he: seizing opportunities for change
DESCRIPTION
nottingham, change, caiero, carpe diem, innovation, assessmentTRANSCRIPT
21st Century learning in higher educa3on: seizing opportuni3es for change
[email protected] @alejandroa
www.northampton.ac.uk/ilt
Objec3ve
To inspire you to make one change to how you design assessment
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Three disrup3ve waves
a. Compe33on for students b. Compe33on from cheaper alterna3ves c. Compe33on from on-‐line delivery
The Economist, 28 June 2014
Focus: adding value to on-‐ and off-‐campus experiences, and all experiences in between
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Principles
• Transforma3onal learning experiences through inspira3onal teaching
• Start with the end in mind: assessment • Low cost, high value for students and colleagues • Knowledge and learning and open, mobile, connected and scalable
• Modes of study overlap: ‘blended’ = ‘campus & mobile’
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Campus and mobile (1)
Pre-‐session cogni3ve exposure
– mul3media resources
Pre-‐session ac3va3on of schemata – asynchronous online tasks
F2F seminar: discussion,
consolida3on, reflec3on & goal
se]ng
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Pre-‐session cogni3ve exposure – mul3media
resources
Team-‐based learning F2F session: iRA ➨ tRA ➨ facilitated discussion ➨
consolida3on + next steps
Campus and mobile (2)
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Aligning assessment Assess… my assessment tasks
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Equivalence (1) Tradi1onal Equivalent*
A 5,000-‐word assignment
§ An in-‐depth analysis of a White Paper or major
ins3tu3onal, sector or na3onal document
§ A ‘direc3ons and priori3es’ document or posi3on
statement, in a relevant area, for applica3on in the
par3cipant’s own place of work
§ A column or ar3cle for the THE or Educa3on Guardian
on a topic of contextual relevance to the par3cipant
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*In an appropriate formats
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Equivalence (2) Tradi1onal Equivalent*
A presenta3on
§ In-‐depth feedback provided on a colleague’s work,
with ac3on points for enhancement
§ Iden3fica3on of relevant Open Educa3onal Resources,
with a cri3que and ideas for reuse
§ An assessment rubric, complete with criteria, for this
module
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*In an appropriate formats
CAIeRO = Carpe Diem @ Northampton
Crea3ng Aligned Interac3ve educa3onal Resource Opportuni3es
NILE (our VLE, Bb) CLEO (another workshop) …
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Start with the end in mind
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Who: size & par3cipants
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When
Pre-‐CAIeRO mee3ng (1 hour)
Day 1
Valida3on, review or change of approval
Day 2
Follow-‐up (1/2 day or 1 day)
Ongoing support thru to delivery
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Why (1): to design a great course, fast
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Start End
Assessment
Learning Outcomes
Student-‐generated content resul3ng from the e-‐3vi3es
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Ac3on plan
Why (2): to model prac3ce
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What new: assessment
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How scaled up (1): capacity building
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How scaled up (2): mass CAIeROs?
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How rolled out: a CPD framework for staff
Changemaking @ Northampton – Development Opportuni3es
C@N-‐DO: a framework for enabling posi3ve change
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Introd
uc3o
n to C@N-‐DO & th
e UKP
SF – tw
o-‐ho
ur worksho
p
Minimum 12 months
Assessment for Associate Fellowship
D1
Minimum 2 years
Assessment for
Fellowship D2
FULL CAIeRO
Collabora3ve Learning Experiences Online
Assessment -‐ a tool for Learning
Suppor3ng Student Achievement
Peer Observa3on for Development
Reading Circles: exploring L&T Literature
HE Survival+
Peer Observa3on for Development
+ 1 from below Ap
plica3
on &
Extension with
in
Prac3ce
Applica3
on & Exten
sion with
in Prac3ce
Assessment for PGCAP
Minimum 1 year post-‐fellowship
Professional recogni3on & scholarship (part-‐APL-‐able with D2 via C@N-‐DO)
Research and enterprise into academic prac3ce
Minimum 3 years Impact & Influence
Assessment for Senior Fellowship
D3
+ selec3on from below based on needs
Becoming a C@N-‐DO mentor
Becoming a C@N-‐DO assessor
Becoming a C@N-‐DO facilitator
Applica3
on & Exten
sion with
in
Prac3ce
Interview: Needs analysis for CPD planning
Further recogni3on route
Qualifica3on route
Becoming a subject or programme leader
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Introd
uc3o
n to C@N-‐DO & th
e UKP
SF – tw
o-‐ho
ur worksho
p
Minimum 12 months
Assessment for Associate Fellowship
D1
Minimum 2 years
Assessment for
Fellowship D2
FULL CAIeRO
Collabora3ve Learning Experiences Online
Assessment -‐ a tool for Learning
Suppor3ng Student Achievement
Peer Observa3on for Development
Reading Circles: exploring L&T Literature
HE Survival+
Peer Observa3on for Development
+ 1 from below Ap
plica3
on &
Extension with
in
Prac3ce
Applica3
on & Exten
sion with
in Prac3ce
Assessment for PGCAP
Minimum 1 year post-‐fellowship
Professional recogni3on & scholarship (part-‐APL-‐able with D2 via C@N-‐DO)
Research and enterprise into academic prac3ce
Minimum 3 years Impact & Influence
Assessment for Senior Fellowship
D3
+ selec3on from below based on needs
Becoming a C@N-‐DO mentor
Becoming a C@N-‐DO assessor
Becoming a C@N-‐DO facilitator
Applica3
on & Exten
sion with
in
Prac3ce
Interview: Needs analysis for CPD planning
Further recogni3on route
Qualifica3on route
Becoming a subject or programme leader
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Introd
uc3o
n to C@N-‐DO & th
e UKP
SF – tw
o-‐ho
ur worksho
p
Minimum 12 months
Assessment for Associate Fellowship
D1
Minimum 2 years
Assessment for
Fellowship D2
FULL CAIeRO
Collabora3ve Learning Experiences Online
Assessment -‐ a tool for Learning
Suppor3ng Student Achievement
Peer Observa3on for Development
Reading Circles: exploring L&T Literature
HE Survival+
Peer Observa3on for Development
+ 1 from below Ap
plica3
on &
Extension with
in
Prac3ce
Applica3
on & Exten
sion with
in Prac3ce
Assessment for PGCAP
Minimum 1 year post-‐fellowship
Professional recogni3on & scholarship (part-‐APL-‐able with D2 via C@N-‐DO)
Research and enterprise into academic prac3ce
Minimum 3 years Impact & Influence
Assessment for Senior Fellowship
D3
+ selec3on from below based on needs
Becoming a C@N-‐DO mentor
Becoming a C@N-‐DO assessor
Becoming a C@N-‐DO facilitator
Applica3
on & Exten
sion with
in
Prac3ce
Interview: Needs analysis for CPD planning
Further recogni3on route
Qualifica3on route
Becoming a subject or programme leader
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Assessment – a tool for learning in C@N-‐DO
Minimum 2 years
Assessment for
Fellowship D2
FULL CAIeRO
Collabora3ve Learning Experiences Online
Assessment -‐ a tool for Learning
Suppor3ng Student Achievement
Peer Observa3on for Development
Applica3
on & Exten
sion with
in Prac3ce
ASSESSMENT
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Why CAIeROs are mandatory: quality & consistency, in 3mes of drama3c change
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The resource is not the course.
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Summary: seizing the opportunity for change
• On-‐campus & mobile: preparing students (and ourselves) for the middle of the 21st Century
• Scale up: build capacity for a low-‐cost, high-‐value, quality experience
• Seize the opportunity to innovate: start with the end in mind (assessment)
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Reading
• Gilly Salmon’s blog: hsp://www.gillysalmon.com/blog.html • Armellini, A. & Nie, M. (2013). Open educa3onal prac3ces for curriculum enhancement. Open
Learning 28(1) 7-‐20. • Rogerson-‐Revell, P., Nie, M. & Armellini, A. (2012) An evalua3on of the use of voice boards, e-‐book
readers and virtual worlds in a postgraduate distance learning Applied Linguis3cs and TESOL programme. Open Learning, 27(2), 103-‐119.
• Nie, M., Armellini, A., Wishaus, G. & Barklamb, K. (2011). How do e-‐book readers enhance learning opportuni3es for distance work-‐based learners? ALT-‐J, Research in Learning Technology, 19(1), 19-‐38.
• Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010). The role of podcas3ng in effec3ve curriculum renewal. ALT-‐J, Research in Learning Technology 18(2), 105-‐118.
• Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-‐3vi3es. BriCsh Journal of EducaConal Technology 41(6), 922-‐935.
• Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-‐learning design. ReflecCng EducaCon, 4(1), 17-‐29. Available from hsp://3nyurl.com/58q2lj
• Salmon, G., Jones, S., & Armellini, A. (2008). Building ins3tu3onal capability in e-‐learning design. ALT-‐J, Research in Learning Technology, 16(2), 95-‐109.
• Salmon, G. (2013). E-‐CviCes: The key to acCve online learning (2nd ed.). London and New York: Routledge.
• Salmon, G. (2011). E-‐moderaCng: The key to teaching and learning online (3rd ed.). New York: Routledge.
[email protected] @alejandroa
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