he academy leadership seminar 21 jan 2014 - open online learning

Inspirational Leaders seminar: Open Online Learning

Direction and priorities

in Learning and Teaching at Northampton

Prof Alejandro Armellini, University of Northampton 21 January 2014

Objective

To share key aspects of Northampton’s change agenda in learning and teaching since Sept 2012

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Strategic priorities

¤ Delivering excellence and innovation in 21st Century learning, teaching and assessment.

¤  Enabling transformational learning experiences through inspirational teaching.

¤  Embracing and fostering inclusive open practices.

¤  Exceeding the needs and expectations of all students, regardless of mode of study.

¤  Staff CPD and recognition for innovation and positive change.

Principles in L&T

¤ Low cost, high value

¤ Sustainable: design once, deliver many times

¤ Forward-looking: alignment, assessment for learning, rapid feedback

¤ Inclusive and innovative for learners and tutors

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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

Online & blended provision of the highest quality

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

Implications for the future of Northampton

Less physical space at the new campus

+ global competition for diverse and demanding students

+ innovation

= critical need to change the way we

go about our business

2020: a possible scenario for Northampton

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

CPD and accreditation for positive change - C@N-DO

Sample problems…

¤ I want to teach online but don’t know where to start

¤ Everyone uses the VLE 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 12

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?

Sample needs

Online presence

¤ Presence on your VLE is not an add-on to the course. It is the course.

15 (Garrison, Anderson, & Archer, 2001)

Designing together: CAIeRO

Source: h+p://www.flickr.com/photos/susanvg/

Creating Aligned Interactive educational Resource Opportunities

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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Seize the Day: CAIeRO

Invest two days of your time

and get your course online

Source: h+p://www.flickr.com/photos/cur:sperry/ h+p://www.flickr.com/photos/linksmanjd/

VLE 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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To be clear… ¤ The resource is not the course.

¤ PDFs and PPTs won’t teach themselves.

¤ Content is not King.

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Open Northampton

Aim

To put Northampton on the global OER-OEP map within 24 months.

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Design

Delivery

Used as is (Just-‐in-‐4me)

Repurposed (Structured)

OER

Cur

ricul

um

OER-‐enhanced curriculum

Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.

Design

Low-‐cost enhancement

Delivery



OER

Cur

ricul

um



Design


Strategic enhancement

Delivery



OER

Cur

ricul

um



Design



Delivery

Rapid, ‘on-‐the-‐go’ enhancement



OER

Cur

ricul

um



Design



Delivery

Rapid, ‘on-‐the-‐go’ enhancement

Planned enhancement



OER

Cur

ricul

um



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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From the VLE and OERs to MOOCs & SOOCs

Massive Open Online Courses

and free

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MOOCs…

¤ What is the problem to which MOOCs are the solution?

MOOCs…

¤ Are MOOCs courses or (glorified) resources?

At Northampton: MOOC or SOOC?

Small Open Online Courses

> Study Skills for Academic Success

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Study Skills for Academic Success

Leading change at Northampton: a summary

Where we were

Where we wanted to be

Why we wanted to get there

How we are doing it

Challenges we have encountered

How addressed

Leading change at Northampton: a summary (1)

Where we were: school silos, no strategy, some de-motivation.

Where we wanted to be: delivering excellence and innovation in 21st Century learning, teaching and assessment.

Why: because our learners demand and deserve it.

How: through consultation & planning > L&T Plan shows direction of travel.

Challenges: many, but resistance to change not high on list.

How addressed: in a collegiate manner, with a problem-solving hat on and guided by our values.

Leading change at Northampton: a summary (2)

Shift to…

¤ Appropriate ‘blends’

¤ Openness

¤ Flexibility

¤ Mobility

Knowledge and learning as open, mobile, connected and scalable

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Carpe Diem and e-tivities: reading

¤  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

¤  Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology 41(6), 922-935.

¤  Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20.

¤  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.

¤  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.

¤  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.

¤  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. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge.

¤  Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge.

¤  Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html

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Professor Alejandro Armellini Director, Institute of Learning and Teaching

in Higher Education

University of Northampton [email protected]

21 January 2014