c@n do nov 2013 priorities
DESCRIPTION
Presentation for the HE Survival+ course at Northampton, which is part of the C@N-DO CPD schemeTRANSCRIPT
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Direction and priorities in Learning and Teaching at Northampton
Prof Alejandro Armellini, University of Northampton
6 November 2013
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By the end of the session, you will be…
…inspired to consider how your teaching could reflect and inform the change agenda at Northampton.
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Priorities in L&T
¤ Online and blended provision of high quality
¤ CPD and accreditation for positive change: C@N-DO
¤ Openness (Open Northampton)
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Principles
¤ Low cost, high value
¤ Sustainable: design once, deliver many times
¤ Forward-looking: alignment, assessment for learning, rapid feedback
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Priority: Online & blended provision of high quality
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Northampton 2020: the learning and teaching landscape
Composition and demographics of the student population
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10500
1500
500
2000
1000 500
Face-to-face students
Dual-mode students
Online students
Students taught by flying faculty
Work & practice-based students
Other
2013
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2020
6000
6000
6000
500 1000
500 Face-to-face students
Dual-mode students
Online students
Students taught by flying faculty
Work & practice-based students
Other
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Implications for the future of Northampton
Less physical space
+ global competition for diverse and demanding students
+ innovation
= critical need to change the way we
go about our business
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Missions Markets contexts
new
new
present
present
Technology & Pedagogy
Well-established learning & teaching + University-owned & supported technologies
Creative applications of existing tools to target new markets
Future, potential technologies for emergent learning & learners
Established programmes and approaches embracing new technological opportunities
Innovation pipeline
Research Development
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E-Learning timeline M
ultim
edia
reso
urce
s
80s
The
Inte
rnet
and
the
Web
93
Lear
ning
Man
agem
ent S
yste
ms
95
Ope
n E
duca
tiona
l Res
ourc
es
01
Mob
ile d
evic
es
98
Gam
ing
tech
nolo
gies
00 S
ocia
l and
par
ticip
ator
y m
edia
04
Virt
ual w
orld
s
05
E-b
ooks
and
sm
art d
evic
es
Mas
sive
Ope
n O
nlin
e C
ours
es
07 08
Lear
ning
Des
ign
99
http://halfanhour.blogspot.be/2012/02/e-learning-generations.html
Lear
ning
obj
ects
94 09
Lear
ning
ana
lytic
s
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Priority: CPD and accreditation for positive change - C@N-DO
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Sample problems…
¤ I want to teach online but don’t know where to start
¤ Everyone uses NILE so I want to explore it
¤ My limited skills (pedagogical, technical) + little time = poor learner experience
¤ I want a safe repository for my course content
¤ We need a safe environment to host our discussions
¤ My course is not interactive enough 13
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How can I develop a course that meets students’ needs?
I want to be a better teacher
I need to develop my skills for online and distance learning – Help!
I need to improve student retention. How can I help my students?
Why waste time on writing feedback? Students don’t read it!
My teaching is in a rut – What new ideas could make it more exciting?
I need to get professional recognition as a HE Teacher – what do I do?
I would like to gain academic credit for this training – is this possible?
Needs
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C@N-DO
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Practical Courses
(‘New Teacher’)
< Level
7
EdD modules
Level 8
Associate Fellow
Senior Fellow
20 Credits EdD
Peer Review Mentoring
Scholarship
Level 7 Level 8
Practical Interventions:
Excellence and
innovation in L&T
(new and existing staff)
< Level 7
Fellow
PGCTHE 60 credits
Level 7
Qualifications
Evidence
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NILE design targets
Level Focus Key features
Founda)on Delivery
§ Absolute minimum expected § Course informa)on, handbook and guides § Learning materials
Intermediate Essen)al in all blended courses
Par4cipa4on
In addi)on to ‘Delivery’: § Online par)cipa)on designed into the course. § Tasks provide meaningful forma)ve scaffold. § Online par)cipa)on encouraged and moderated, but not essen)al to
achieve learning outcomes.
Advanced Essen)al in all online courses
Collabora4on
In addi)on to ‘Delivery’: § Regular learner input designed into course & essen/al throughout. § Online tasks provide meaningful scaffold to forma)ve and
summa)ve assessment. § Collabora)ve knowledge construc)on central to a produc)ve
learning environment.
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A five-minute task!
With a neighbour, think of a course or instance within a course (as a participant or tutor), where online learning…
a. really worked
b. was a disaster
Think of the reasons in each case.
MI-‐064-‐0295 by Dave Muckey
successful business woman on a laptop by Search Engine People Blog
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“I put my content online, therefore my students do e-learning”
Source: hUp://www.flickr.com/photos/bowena/
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To be clear…
¤ The resource is not the course.
¤ PDFs and PPTs won’t teach themselves.
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“But they won’t engage!”
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Effective course design…
¤ Is team-based
¤ Focuses on the different types of interaction
¤ Is not obsessed with content
¤ Offers low cost but high value
¤ Requires digital literacy skills
¤ Is innovative, participative and fun
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Designing together: CAIeRO
Source: hUp://www.flickr.com/photos/susanvg/
Creating Aligned Interactive educational Resource Opportunities
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Seize the Day: CAIeRO
Invest two days of your time
and get your course online
Source: hUp://www.flickr.com/photos/cur)sperry/ hUp://www.flickr.com/photos/linksmanjd/
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Another 5-minute task:
¤ You are tasked with designing a brand new module, from scratch
¤ With a neighbour, outline what you do, in the form of a sequence of bullet points indicating specific actions
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Map of the course
Gather my materials & borrow materials
from colleagues
Review learning outcomes & assessment
Download stuff
Identify gaps
‘Write’ the rest (often a lot) to fill gaps
Check consistency, alignment & go
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Storyboard
Create a scaffold
Generate a blueprint
Select and adapt OERs
Gather materials & iden)fy gaps
Design missing bits as per storyboard
Reality check, review, adjust & go
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CAIeRO addresses…
¤ ‘My use of e-learning is bad.’
¤ ‘Help me redesign this.’
¤ ‘The discussion forums are never used.’
¤ ‘What is a wiki?’
¤ ‘Can I run synchronous sessions? How?’
¤ ‘What is Web 2.0 and how can my learners benefit from it?’
¤ ‘Existing resources? Free resources? Are they readily available?
Focus: designing for flexible, student-centred learning
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CAIeRO deliverables
¤ Blueprint for the course
¤ Storyboard
¤ Running e-tivities (peer-reviewed and reality-checked)
¤ Model for further development
¤ Action plan
30 www.le.ac.uk/carpediem
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CAIeRO
blueprint
storyboard
prototype
reality? review
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Action plan
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Online presence
¤ Presence on your VLE is not an add-on to the course. It is the course.
34 (Garrison, Anderson, & Archer, 2001)
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Design for learning
E-‐moderate for par)cipa)on
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E-moderation
www.e-‐modera)ng.com
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1. Access & mo)va)on
2. Culture building
3. Co-‐opera)on
4. Collabora)on
5. Development
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1. Access & mo)va)on
2. Culture building
3. Co-‐opera)on
4. Collabora)on
5. Development Link, feed back, enhance, apply
Interact, build knowledge
Navigate, save )me, personalise
Receive and send
Access
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1. Access & mo)va)on
2. Culture building
3. Co-‐opera)on
4. Collabora)on
5. Development Guide
Facilitate, )e loose ends
Lead
Host
Welcome, reassure
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Carpe Diem and e-tivities: reading
¤ Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html
¤ Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20.
¤ Rogerson-Revell, P., Nie, M. & Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning Applied Linguistics and TESOL programme. Open Learning, 27(2), 103-119.
¤ Nie, M., Armellini, A., Witthaus, G. & Barklamb, K. (2011). How do e-book readers enhance learning opportunities 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 podcasting in effective curriculum renewal. ALT-J, Research in Learning Technology 18(2), 105-118.
¤ Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology 41(6), 922-935.
¤ Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4(1), 17-29. Available from http://tinyurl.com/58q2lj
¤ Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology, 16(2), 95-109.
¤ Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge.
¤ Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge.
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Priority: Openness – Open Northampton
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Open Northampton
Aim
To put Northampton on the global OER-OEP map within 24 months.
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Yet another task!
¤ What would you do to ensure that Northampton is a visible player in the ‘open world’?
¤ Who are the beneficiaries?
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Design
Delivery
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
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Design
Low-‐cost enhancement
Delivery
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
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Design
Low-‐cost enhancement
Strategic enhancement
Delivery
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
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Design
Low-‐cost enhancement
Strategic enhancement
Delivery
Rapid enhancement
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
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Design
Low-‐cost enhancement
Strategic enhancement
Delivery
Rapid enhancement
Planned enhancement
Used as is (Just-‐in-‐4me)
Repurposed (Structured)
OER
Cur
ricul
um
OER-‐enhanced curriculum
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Contributing our own OERs
'All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident.'
Arthur Schopenhauer (1788–1860)
Image source: Wikipedia
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The final mini-task
People are often reluctant to share their material. What are the common reasons for this reluctance and what evidence can we provide to reassure them?
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From the VLE and OERs to MOOCs
Massive Open Online Courses
and free
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At Northampton: MOOC or SOOC?
Small Open Online Courses
and beautiful
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The L&T Plan
¤ Intellectual capital
¤ Student experience
¤ Enhancement and innovation in L&T
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The
L&T Pla
n
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Shift to…
¤ Appropriate ‘blends’
¤ Openness
¤ Flexibility
¤ Mobility
Knowledge and learning as open, mobile, connected and scalable
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NILE
¤ An enabler, not a barrier
¤ Should meet your needs and those of your course, your learners, your team
¤ Not a content dump
¤ Not an add-on to your course: it is your course
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OERs…
¤ Content is not king
¤ We can’t afford to ignore OERs: ¤ As users - OERs to enhance your courses ¤ As contributors: don’t agonise over the
family silver
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MOOCs & SOOCs…
¤ Register on one
¤ Consider contributing to one
¤ Put yourself and your university on the global MOOC map
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Directions and priorities
A summary
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Prof A Armellini, 9 Sept 2013
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Professor Alejandro Armellini Institute of Learning and Teaching in Higher
Education
University of Northampton [email protected]
6 November 2013