Choosing the Right CBSE School A Comprehensive Guide for Parents
Dancing Towards the Future: Designing New Moves for New Times
1. A cutting-edge digital learning strategy
Dancing Towards the Future:
Designing New Moves for New Times
Professor Mark Brown
Director, National Institute for Digital Learning
Annual Online Learning Consortium Conference
DENVER
Wednesday 9th June
2014
17. 1. Let’s dance
2. Learning first steps
3. Choreographing the best moves
Outline…
18. Key message…
“The problem is not making up the steps but
deciding which ones to keep.”
Mikhail Baryshnikov
https://www.flickr.com/photos/59015064@N02/9316044012/
20. “At its simplest, blended learning is the
integration of classroom face-to-face
learning experiences with online learning
experiences”
(Garrison & Kanuka, 2004, p.96).
1. Let’s dance…
21. “. . . an opportunity to fundamentally
redesign how we approach teaching and
learning in ways that higher education
institutions may benefit from increased
effectiveness, convenience and
efficiency”
(Vaughan, 2012).
Blended learning is…
1. Let’s dance…
31. “These studies answer the ‘‘big’’ questions (e.g.,
is DE/OL more effective than classroom
instruction?), but they generally fail to establish an
alignment of evidence that addresses the ‘‘do’s’’
and ‘‘don’ts’’ of instruction via rigorous research.”
(p.89).
Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., & Abrami, P.
(2014). A meta-analysis of blended learning and technology use in
higher education: from the general to the applied. Journal of Computing
in Higher Education, 26:87–122.
1. Let’s dance…
33. 1. Let’s dance…
The inconvenient truth is…
Blended learning has become a popular construct that
means different things to different people…
34. Arguably the concept has done little to
disrupt the ‘old normal’ and the familiar
tap, tap, tap of the same dance
routine continues to reinforce
traditional educational outcomes.
1. Let’s dance…
https://www.flickr.com/photos/mspsfamily/
The inconvenient truth is…
Blended learning has become a popular construct that
means different things to different people…
43. Allan, I., & Seaman, J. (2013). Grade Change: Tracking Online Education in the
United States.
2. Learning first steps…
http://www.onlinelearningsurvey.com/reports/gradechange.pdf
44. National Survey of Student Engagement
2. Learning first steps…
http://nsse.iub.edu
45. 2. Learning first steps…
http://nsse.iub.edu/html/annual_results.cfm
46. 2. Learning first steps…
http://nsse.iub.edu/html/annual_results.cfm
47. • Large body of literature on first year
• Support strategies are often fragmented
• Off-campus learners study under conditions far
less common
• Gap in the literature on experiences of first-time
online/off-campus learners
• Dearth of research giving insights from the
learners’ voice
2. Learning first steps…
48. To investigate the experiences of being a first
time online/distance learner ‘in their own words’
from a student perspective.
Research objective…
2. Learning first steps…
http://www.dehub.edu.au/publications/reports/
49. To investigate the experiences of being a first
time online/distance learner ‘in their own words’
from a student perspective.
Research objective…
2. Learning first steps…
Methodology…
• Design-based Research
• Phase 3 – Stories of first-time learners
• Weekly video diaries using Sony bloggie™
http://www.dehub.edu.au/publications/reports/
50. 30 – 39 years
Maori
Full-time
College of Humanities
Remote location
Not employed
7 children
Insights from first-year…
2. Learning first steps…
Paper = Unit/Module
http://www.dehub.edu.au/publications/reports/
51. 50 - 59 years
Maori / European
2 papers (modules)
College of Business
Auckland (major city)
Seeking employment
Balancing workload
2. Learning first steps…
Paper = Unit/Module
Insights from first-year…
http://www.dehub.edu.au/publications/reports/
52. 60+ years
European
1 paper (module)
College of Education
Remote location
Employed 3 days
Technology challenged
2. Learning first steps…
Stream = LMS
Insights from first-year…
http://www.dehub.edu.au/publications/reports/
53. 1. Perceived to enable study to fit around other
life, work and family commitments. However,
students have relatively little conception of the
actual demands of studying by
online/distance learning.
Three lessons…
2. Learning first steps…
http://www.dehub.edu.au/publications/reports/
54. Three lessons…
2. Students that begin with well articulated study
goals aligned with their wider aspirations and
realistically balanced alongside life's other
commitments also typically report active study
orientations.
2. Learning first steps…
http://www.dehub.edu.au/publications/reports/
55. Three lessons…
3. While learner stories affirm the importance of
the first few weeks of study there are ebbs and
flows in the life of an online/distance student
and a second critical at risk phase was
identified in later weeks.
2. Learning first steps…
http://www.dehub.edu.au/publications/reports/
56. 2. Learning first steps…
Metaphorically how can we design for learning
from a student perspective to scaffold for
success from first steps to academically,
emotionally and professionally delightful
performances?
https://www.flickr.com/photos/umtad/
58. • Move away from a ‘goulash’ approach
• Institutions need to analyse their
retention strategies and ‘spot the
leaks’
• Develop a framework informed by the
literature to support and scaffold for
student success across the study
lifecycle
3. Choreographing the best moves…
59. Pathway Intervention
What do we do for failing
students
Secondary Intervention
What do we do for at-risk
students?
Targeted/Selective Primary Intervention
What do we do for targeted groups of students?
General/Primary Intervention
What do we do for all students?
Adapted from Wilson (2009)
Success Pyramid
3. Choreographing the best moves…
Wilson, K. (2009). Success in the first year: The impact of institutional, programmatic and personal interventions on an effective
and sustainable first year experience. Paper presented at the First Year in Higher Education Conference, Brisbane.
60. Study Life Cycle
3. Choreographing the best moves…
Shillington, S., Brown, M., MacKay, A., Paewai, S., Suddaby, G., & While, F. (2012). Avoiding the goulash: Closing
gaps and bridging distances. Open Learning: Journal of Open, Distance and eLearning, 27, (1), 65-80.
61. - Thinking about study
- Making choices
- Enrolment
- First few weeks
- Progression
- Learner
- Teacher
- Department/School
- Institution
- Social
- Academic
- Wellbeing
Mapping strategies…
3. Choreographing the best moves…
62. • Self directed exercises
- Literacy/numeracy
- Digital literacy checklist
- Is online/distance
learning for me? Quiz
Thinking About Study - Online preparation tools
3. Choreographing the best moves…
http://www.massey.ac.nz/massey/learning/distance-learning/
63. 3. Choreographing the best moves…
http://www.massey.ac.nz/massey/learning/distance-learning/
64. 3. Choreographing the best moves…
http://www.massey.ac.nz/massey/learning/distance-learning/
65. 3. Choreographing the best moves…
http://www.massey.ac.nz/massey/learning/distance-learning/
66. 3. Choreographing the best moves…
http://www.massey.ac.nz/massey/learning/distance-learning/
67. 3. Choreographing the best moves…
http://www.massey.ac.nz/massey/learning/distance-learning/
68. Making Choices – online course previews
What study material
will I have?
How will I connect
with other students
and staff?
What kind of work
will I submit?
What study support
is available?
<< Title Page
3. Choreographing the best moves…
http://www.massey.ac.nz/massey/learning/distance-learning/
69. 3. Choreographing the best moves…
http://www.massey.ac.nz/massey/learning/distance-learning/
74. Conclusion
Blending for student success is not a single
dance! It requires visionary choreographers
to skillfully plan the moves of a whole dance
troop and to understand how to get the best out
of individual dancers in order to produce a truly
great performance.
77. “The whole problem with the world is that fools and
fanatics are always so certain of themselves, but
wiser people so full of doubts”
Bertrand Russell
One last thing…
79. Contact details…
Professor Mark Brown
Director, National Institute for Digital Learning
mark.brown@dcu.ie
@mbrownz
http://www.slideshare.net/mbrownz