Presentation for the HE Survival+ course at Northampton, which is part of the C@N-DO CPD scheme

1. Direction and priorities
in Learning and Teaching
at Northampton
Prof Alejandro Armellini, University of Northampton
6 November 2013

2. By the end of 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
¤ Online and blended provision of high quality
¤ CPD and accreditation for positive change: C@N-DO
¤ Openness (Open Northampton)
3

4. Principles
¤ Low cost, high value
¤ 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: the learning 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 taught by
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 taught by
flying faculty
Work & practicebased students
6000
Other

9. 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

10. Development
new
Research
Future, potential
technologies for
emergent learning
& 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 Management Systems
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 and accreditation
for positive change - C@N-DO

13. 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

14. Needs
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?

15. C@N-DO

16. Senior
Fellow
Fellow
Peer Review
Mentoring
Scholarship
Associate
Fellow
Practical
Courses
(‘New
Teacher’)
EdD
modules
Practical
Interventions:
Excellence
and
innovation in
L&T
(new and
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!
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
successful
business
woman
on
a
laptop
by
Search
Engine
People
Blog
MI-­‐064-­‐0295
by
Dave
Muckey
18

20. “I put my content 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’t engage!”

23. 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
23

24. Designing together: CAIeRO
Creating Aligned 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:
¤ 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

27. Review learning
outcomes &
assessment
Map of 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…
¤ ‘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

30. CAIeRO deliverables
¤ Blueprint for the course
¤ Storyboard
¤ Running e-tivities (peer-reviewed and reality-checked)
¤ Model for further development
¤ Action plan
www.le.ac.uk/carpediem
30

31. CAIeRO
Action
plan
reality?
review
prototype
storyboard
blueprint
31

33. 33

34. Online presence
¤ Presence on your 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

36. E-moderation
www.e-­‐modera)ng.com

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 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.

42. Priority: Openness – Open Northampton

43. Open Northampton
Aim
To put Northampton on the global OER-OEP map
within 24 months.
43

45. 45

46. 46

47. 47

48. Yet another task!
¤ What would 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 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)
54

55. 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?

56. From the VLE and OERs to MOOCs
Massive Open Online Courses
and free
56

57. 57

58. 58

59. 59

60. 60

61. At Northampton: MOOC or
SOOC?
Small Open Online Courses
and beautiful
61

62. The L&T Plan
¤ Intellectual capital
¤ Student experience
¤ Enhancement and innovation in L&T
62

63. The L&T Plan
63

64. Shift to…
¤ Appropriate ‘blends’
¤ Openness
¤ Flexibility
¤ Mobility
Knowledge and learning as open, mobile,
connected and scalable
64

65. 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
65

66. 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
66

67. MOOCs & SOOCs…
¤ Register on one
¤ Consider contributing to one
¤ Put yourself and your university on the
global MOOC map
67

68. Directions and priorities
A summary

69. Prof A Armellini,
9 Sept 2013

70. Professor Alejandro Armellini
Institute of Learning and Teaching in Higher
Education
University of Northampton
Ale.Armellini@northampton.ac.uk
6 November 2013
70