Edge hill may 2015 shared

SOLSTICE Conference 2015
4th & 5th June 2015
Transforming lives, inspiring change
Professor Alejandro Armellini
University of Northampton
@alejandroa

PLAN
@ALEJANDROA 2
1. Principles
2. Transforming lives, inspiring change
3. A strategic approach to QE in L&T
4. Making the VLE work for us
5. Alignment with the UKPSF
6. Innovation – really?
7. Viable futures for learning

PRINCIPLES
@ALEJANDROA 3
• Quality of teaching central to the quality of the student
experience
• Transformational learning experiences through
inspirational teaching
• Knowledge and learning and open, mobile, connected
and scalable

TRANSFORMING LIVES, INSPIRING CHANGE
@ALEJANDROA 4

Responsive-reactive
Radical-
innovative
Developmental-
incremental
Good
practice
based on
identified
needs &
evidence
Innovative
ideas backed
up by
evidence of
need
From niche to
mainstream
enhancement
Innovative
approaches
aligned with
organisational
culture and
needs
Quality
enhancement
@ALEJANDROA 7

@ALEJANDROA 8
Pre-session
cognitive exposure –
multimedia
resources
F2F session:
analysis, discussion,
reflection & goal
setting
Post-session online
work: consolidation &
evaluation

@ALEJANDROA 9
Pre-session
cognitive
exposure –
multimedia
resources
?
F2F session:
analysis,
discussion,
reflection &
goal setting
Post-session
online work:
consolidation &
evaluation

@ALEJANDROA 10
Pre-session
cognitive
exposure –
multimedia
resources
Pre-session
activation of
schemata –
asynchronous
online tasks
F2F session:
analysis,
discussion,
reflection &
goal setting
Post-session
online work:
consolidation &
evaluation

Digital
resources
Tasks for
sense-
making
Analysis,
discussion,
reflection &
goal setting
Consolidation
& action
planning
ONLINE & F2F ONLINE &
F2F
FACE TO FACE,
SMALL GROUPS

@ALEJANDROA 12
http://tinyurl.com/ILT-v11

VLE DESIGN BENCHMARKS
@ALEJANDROA 13
Level Focus Key features

@ALEJANDROA 14
Foundation Delivery  Absolute minimum expected
 Course information, handbook and guides
 Learning materials

@ALEJANDROA 15
Intermediate
Essential in all ‘blended’
courses
Participation In addition to ‘Delivery’:
 Online participation designed into the course.
 Tasks provide meaningful formative scaffold.
 Online participation encouraged and moderated, but not
assessed.

@ALEJANDROA 16
Intermediate
courses
Participation In addition to ‘Delivery’:
 Online participation designed into the course.
 Tasks provide meaningful formative scaffold.
 Online participation encouraged and moderated, but not
assessed.
Advanced
Essential in all fully
online courses
Collaboration In addition to ‘Delivery’:
 Regular learner input designed into course & essential
throughout.
 Online tasks provide meaningful scaffold to formative and
summative assessment.
 Collaborative knowledge construction central to a productive
learning environment & part of assessment.

@ALEJANDROA 17
Level Focus Objective
Foundation Delivery
COMPLIANCE (or REPOSITORY!)
Intermediate
courses
Participation ENGAGEMENT
Advanced
Essential in all fully
online courses
Collaboration ACTIVE LEARNING

@ALEJANDROA 18
Content dump vs learning pathway
Trawl through stuff vs use a scaffold
Hidden learning outcomes vs explicit alignment
Chaos vs structure
Push content vs engage
Upload vs design
Resource vs course
Deliver vs teach

…AND WHAT ABOUT THE UKPSF?
@ALEJANDROA 19

UKPSF DESCRIPTORS – CATEGORIES OF FELLOWSHIP
Associate Fellow
of the Academy
Graduate Teaching
Assistants or Associate
Lecturers with limited
teaching role
Learning support,
demonstrators or
technicians with some
teaching responsibilities.
Career researchers or staff
experienced in professional
areas with some teaching
responsibilities.
Fellow of the
Academy
Staff for whom teaching or
learning support is a
significant element of their
role
Academic or Support staff
holding substantive
teaching & learning
responsibilities
Experienced professionals
with substantive teaching &
learning responsibilities e.g.
within workplace settings
Senior Fellow of
the Academy
Staff with considerable
expertise in supporting high
quality student learning in
all dimensions of the
framework
Experienced staff
demonstrating sustained
impact & influence on the
L&T practice of others over
a number of years
Significant experience
leading, managing,
programmes, mentoring,
departmental, school or
university L&T
responsibilities
Principal Fellow
of the Academy
Highly experienced,
sustained and effective
impact in relation to
institutional, national or
international L&T strategy
Wide-ranging strategic
leadership and
policymaking
responsibilities in
connection with key aspects
of L&T
Strategic impact and
influence in relation to L&T
that extends beyond their
own institution.

Practical
Courses
(‘New
Teacher’)
< Level 7
EdD
modules
Level 8
Associate
Fellow
Senior Fellow
EdD
Peer Review
Mentoring
Scholarship
Level 8
Practical courses:
(new and existing
staff), aligned
with UKPSF
< Level 7
Fellow
PGCAP
60 credits
Level 7
Qualifications
Development in:
Mentoring,
Leadership,
Policy, Research
Supervision, etc
(new and existing
staff), aligned
with UKPSF
Level 7

IntroductiontoC@N-DO&theUKPSF–two-hourworkshop
Minimum 12 months
Assessment
for Associate
Fellowship
D1
Minimum 2 years
Assessment
for
Fellowship
D2
FULL CAIeRO
Collaborative Learning
Experiences Online
Assessment - a tool for
Learning
Supporting Student
Achievement
Peer Observation for
Development
Reading Circles exploring
L&T Literature
HE Survival+
Peer Observation for
Development
+ 1 from below
Application&Extension
withinPractice
Application&ExtensionwithinPractice
Assessment
for PGCAP
Minimum 1 year post-fellowship
C@N-DO submission for D2
+ 1000 words at L7
L&T Development Project
Minimum 3 years Impact & Influence
Assessment
for Senior
Fellowship
D3
+ selection from below based on needs
Becoming a C@N-DO
mentor
Becoming a C@N-DO
assessor
Becoming a C@N-DO
facilitator
Application&Extensionwithin
Practice
Changemaking @ Northampton – Development Opportunities
C@N-DO: a framework for enabling positive change
Interview: Needs analysis for CPD
planning
Further recognition route
Qualification route
Becoming a subject or
programme leader

PEDAGOGIC INNOVATION
@ALEJANDROA 23
“Adapting to characteristics of students and responding
to their development is an inherent aspect of pedagogy.
[…] These adaptations can be considered innovations if
are based [sic] on a new idea and when they have the
potential to improve student learning, or when they are
linked with other outcomes […]”
(Vieluf, Kaplan, Klieeme & Bayer, 2012)

PEDAGOGIC INNOVATION
@ALEJANDROA 24
“What is an innovation in one education system may be
well-established practice in another; what is appreciated
as an improvement may be rejected elsewhere.”
(Vieluf et al., 2012)

OLD WINE IN NEW BOTTLES?
@ALEJANDROA 25
Old wine
Learners generate content as homework,
which is used creatively in the following
seminar
Course in a (digital) box
Talk to your classmates
New bottles
Flipped classroom
xMOOC
Social learning
Learners bring their books and pencil cases
(among many other technologies)
Loops of personalised assessment for learning
& feedback
Study on the bus or train, on campus or at
home
Teaching methods
Bring your own device (BYOD)
Dynamic assessment
Mobile learning
Pedagogies

SUMMARY: SHAPING THE FUTURES WE WANT
@ALEJANDROA 26
• Adapting to the challenging climate not good enough:
take action, take risks, evaluate, refine
• Pilot small but also pilot big
• Build capacity, model, review, scale up
• Think assessment for innovation
• Engage others in the change, share ownership
• Disseminate, encourage feedback
• Remember: students want ‘contact time’

AN OPPORTUNITY FOR ENHANCEMENT
@ALEJANDROA 27
Requirements from professional and accreditation bodies can
be accommodated, and normally improved, within a blended,
learner-centred mode of study

VIABLE AND PREFERRED FUTURES FOR LEARNING
@ALEJANDROA 28
An opinion
• We can imagine, but not forecast future scenarios for learning
A hunch
• There is far less pedagogic innovation than meets the eye
A wish
• Teaching, in any mode of study, will be conducted with
expertise, commitment and passion, and with a focus on
benefiting our students and their communities

READING
@ALEJANDROA 29
• 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.
• Vieluf, S., Kaplan, D., Klieeme, E. & Bayer, S. (2012). Teaching Practices and Pedagogical Innovation:
Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en
Ale.Armellini@northampton.ac.uk

To access: search ARMELLINI on Slideshare.net
Professor Alejandro Armellini
5 June 2015
Ale.Armellini@northampton.ac.uk | @alejandroa
THANK
YOU

Edge hill may 2015 shared

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