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C@n do nov 2013 priorities
1) The document outlines the direction and priorities for learning and teaching at the University of Northampton, as presented by Prof Alejandro Armellini. 2) Key priorities include providing high quality online and blended learning programs, professional development for faculty through the C@N-DO program, and promoting openness through the Open Northampton initiative. 3) Principles that will guide these priorities are designing learning that is low-cost but high-value, sustainable by reusing content, and forward-looking by incorporating techniques like rapid feedback. The presentation inspires attendees to consider how their own teaching can reflect these changes at the university.
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C@n do nov 2013 priorities
- 1. Direction and priorities inLearning and Teaching at Northampton Prof Alejandro Armellini, University of Northampton 6 November 2013
- 2. By the endof the session, you will be… …inspired to consider how your teaching could reflect and inform the change agenda at Northampton. 2
- 3. Priorities in L&T ¤ Onlineand blended provision of high quality ¤ CPD and accreditation for positive change: C@N-DO ¤ Openness (Open Northampton) 3
- 4. Principles ¤ Low cost, highvalue ¤ Sustainable: design once, deliver many times ¤ Forward-looking: alignment, assessment for learning, rapid feedback 4
- 5. Priority: Online &blended provision of high quality
- 6. Northampton 2020: thelearning and teaching landscape Composition and demographics of the student population
- 7. 2013 500 1000 Face-to-face students Dual-mode students 2000 Online students 500 Students taughtby flying faculty 1500 10500 Work & practicebased students Other
- 8. 2020 1000 Face-to-face students 500 500 6000 Dual-mode students Online students 6000 Students taughtby flying faculty Work & practicebased students 6000 Other
- 9. Implications for thefuture of Northampton Less physical space + global competition for diverse and demanding students + innovation = critical need to change the way we go about our business
- 10. Development new Research Future, potential technologies for emergentlearning & learners Creative applications of existing tools to target new markets Innovation pipeline Missions Markets contexts present Well-established learning & teaching + University-owned & supported technologies Established programmes and approaches embracing new technological opportunities present new Technology & Pedagogy 10
- 11. Learning objects Learning ManagementSystems Mobile devices Learning Design Gaming technologies Open Educational Resources 80s 93 94 95 98 99 00 01 http://halfanhour.blogspot.be/2012/02/e-learning-generations.html 04 05 07 08 Massive Open Online Courses Learning analytics E-books and smart devices Virtual worlds Social and participatory media The Internet and the Web Multimedia resources E-Learning timeline 09
- 12. Priority: CPD andaccreditation for positive change - C@N-DO
- 13. Sample problems… ¤ I wantto 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
- 14. Needs How can Idevelop 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?
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- 16. Senior Fellow Fellow Peer Review Mentoring Scholarship Associate Fellow Practical Courses (‘New Teacher’) EdD modules Practical Interventions: Excellence and innovation in L&T (newand existing staff) Evidence Level 8 < Level 7 < Level 7 Level 7 Qualifications 20 Credits Level 7 PGCTHE 60 credits Level 8 EdD
- 17. NILE design targets Level Founda)on Intermediate Essen)al in all blended courses Advanced Essen)al in all online courses Focus Delivery Key features § § § Absolute minimum expected Course informa)on, handbook and guides Learning materials 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. 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. 17
- 18. A five-minute task! Witha 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 successful business woman on a laptop by Search Engine People Blog MI-‐064-‐0295 by Dave Muckey 18
- 20. “I put mycontent online, therefore my students do e-learning” Source: hUp://www.flickr.com/photos/bowena/
- 21. To be clear… ¤ The resource is not the course. ¤ PDFs and PPTs won’t teach themselves. 21
- 22. “But they won’tengage!”
- 23. Effective course design… ¤ Isteam-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 23
- 24. Designing together: CAIeRO CreatingAligned Interactive educational Resource Opportunities Source: hUp://www.flickr.com/photos/susanvg/
- 25. 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/
- 26. Another 5-minute task: ¤ Youare 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
- 27. Review learning outcomes & assessment Mapof the course Gather my materials & borrow materials from colleagues Identify gaps Download stuff ‘Write’ the rest (often a lot) to fill gaps Check consistency, alignment & go
- 28. Generate a blueprint Storyboard Create a scaffold Gather materials & iden)fy gaps Select and adapt OERs Design missing bits as per storyboard Reality check, review, adjust & go
- 29. CAIeRO addresses… ¤ ‘Myuse 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
- 30. CAIeRO deliverables ¤ Blueprintfor the course ¤ Storyboard ¤ Running e-tivities (peer-reviewed and reality-checked) ¤ Model for further development ¤ Action plan www.le.ac.uk/carpediem 30
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- 34. Online presence ¤ Presence onyour VLE is not an add-on to the course. It is the course. (Garrison, Anderson, & Archer, 2001) 34
- 35. Design for learning E-‐moderate for par)cipa)on
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- 37. 5. Development 4. Collabora)on 3. Co-‐opera)on 2. Culture building 1. Access & mo)va)on
- 38. Link, feed back, enhance, apply 5. Development Interact, build knowledge 4. Collabora)on Navigate, save )me, personalise 3. Co-‐opera)on Receive and send Access 2. Culture building 1. Access & mo)va)on
- 39. 5. Development Guide 4. Collabora)on Facilitate, )e loose ends 3. Co-‐opera)on Lead 2. Culture building Host 1. Access & mo)va)on Welcome, reassure
- 41. Carpe Diem ande-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.
- 42. Priority: Openness –Open Northampton
- 43. Open Northampton Aim To putNorthampton on the global OER-OEP map within 24 months. 43
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- 48. Yet another task! ¤ Whatwould you do to ensure that Northampton is a visible player in the ‘open world’? ¤ Who are the beneficiaries?
- 49. Design Delivery Curriculum OER-‐enhanced curriculum Used as is (Just-‐in-‐4me) Repurposed (Structured) OER
- 50. Design Low-‐cost enhancement Delivery Curriculum OER-‐enhanced curriculum Used as is (Just-‐in-‐4me) Repurposed (Structured) OER
- 51. Design Low-‐cost Strategic enhancement enhancement Used as is (Just-‐in-‐4me) Repurposed (Structured) Delivery Curriculum OER-‐enhanced curriculum OER
- 52. Design Delivery Curriculum OER-‐enhanced curriculum Low-‐cost Strategic enhancement enhancement Rapid enhancement Used as is (Just-‐in-‐4me) Repurposed (Structured) OER
- 53. Design Delivery Curriculum OER-‐enhanced curriculum Low-‐cost Strategic enhancement enhancement Rapid Planned enhancement enhancement Used as is (Just-‐in-‐4me) Repurposed (Structured) OER
- 54. Contributing our ownOERs '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) 54
- 55. The final mini-task Peopleare often reluctant to share their material. What are the common reasons for this reluctance and what evidence can we provide to reassure them?
- 56. From the VLEand OERs to MOOCs Massive Open Online Courses and free 56
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- 61. At Northampton: MOOCor SOOC? Small Open Online Courses and beautiful 61
- 62. The L&T Plan ¤ Intellectualcapital ¤ Student experience ¤ Enhancement and innovation in L&T 62
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- 64. Shift to… ¤ Appropriate ‘blends’ ¤ Openness ¤ Flexibility ¤ Mobility Knowledgeand learning as open, mobile, connected and scalable 64
- 65. NILE ¤ An enabler, nota 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 65
- 66. OERs… ¤ Content is notking ¤ We can’t afford to ignore OERs: ¤ As users - OERs to enhance your courses ¤ As contributors: don’t agonise over the family silver 66
- 67. MOOCs & SOOCs… ¤ Registeron one ¤ Consider contributing to one ¤ Put yourself and your university on the global MOOC map 67
- 68. Directions and priorities Asummary
- 69. Prof A Armellini, 9Sept 2013
- 70. Professor Alejandro Armellini Instituteof Learning and Teaching in Higher Education University of Northampton [email protected] 6 November 2013 70