Learning Futures: Project Inception Event 4 November 2014 Rainmaking Loft, International House, 1 St Katharine’s Way, London, E1W 1UN Prof A. Armellini, University of Northampton

1. Designing for effective online and
blended learning in the 21st Century
4 November 2014
Ale.Armellini@northampton.ac.uk
@alejandroa
www.northampton.ac.uk/ilt

2. Image by Luc Galoppin on Flickr

3. Aim
 To identify opportunities (in terms of practice and
policy) for effective online and blended learning
towards the middle of the 21st Century
Image by Bluekdesign on Flickr

4. Bars we have been raising at
Northampton
 Excellence and innovation in 21st Century learning, teaching
and assessment.
 Transformational learning experiences through inspirational
teaching.
 Open practices.
 Exceeding the needs and expectations of all students,
regardless of mode of study.
 Staff CPD and recognition for innovation and positive
change
… and many more

5. A possible USP for your
institution
Enabling ___________ learning experiences
for __________ and lasting social change, through
___________, research-informed teaching
_____________ the expectations
of all students in every mode of study.

6. A possible USP…
Enabling transformational learning
experiences for positive and lasting social
change, through inspirational, research-informed
teaching exceeding the
expectations of all students in every mode
of study.

7. Three disruptive waves
a. Competition for students
b. Competition from cheaper alternatives
c. Competition from on- line delivery
The Economist, 28 June 2014
Models needed to add value to the on- and off-campus
experiences, with support for personalised
learning

8. 10500
500
2000
1500
1000
500
Face-to-face students
Dual-mode students
Online students
Students taught by
flying faculty
Work & practice-based
students
Other
2014

9. Present and future
Physical space at a premium
+ global competition for higher numbers of
diverse and demanding students
+ need for flexibility in all modes of
study, by students & staff
+ innovation as a driver for change
+ reputation of UK FE & HE
= critical need to change the way we go
about our business

10. 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

11. Year 1 Year 2 Year 3
Year 1 Year 2 Year 3
Face to Face
Online
Work-based learning

12. Why push for change?
To provide exciting, transformational,
sustainable and effective experiences for 21st
Century learners, by maximising the affordances
of or intellectual capital and learning spaces
(physical and virtual)

13. Principles
 Transformational learning experiences
through inspirational teaching
 Low cost, high value for our students and
colleagues
 Knowledge and learning and open, mobile,
connected and scalable
 Modes of study overlap:
‘blended’ = ‘campus & mobile’

14. UTS’s experience
Learning 2014
https://www.youtube.com/watch?v=rL0eFmac7mA

15. In terms of mode of study, what
might your institution’s
student population look like in
2020?
What do your students want
today (above anything else) and
what are they likely to ask for
in 2020?

16. To answer:
http://tinyurl.com/LF-4Nov2014

17. Northampton’s preferred futures

18. Approach Implication Courses
affected
Lecture-free zone No lectures delivered in f2f mode. All
Northampton Online:
single malt
Complete redesign of courses for ‘pure’
online learning (including several ‘priority
programmes’).
Selected
PG & PT, a
few UG
The Northampton
Blend: campus and
mobile
Redesign of courses for blended learning:
(a) relevant material packaged as video
lectures and other digital content
(b) some seminars moved online as
asynchronous discussions based on e-tivities
(c) a re-think of how we make productive use
of f2f time
(d) A major conceptual shift by all staff.
All

19. Campus and mobile (1) (‘blended learning’)
Pre-session
cognitive exposure
– multimedia
resources
F2F session:
analysis, discussion,
reflection & goal
setting
Post-session online
work: consolidation
& evaluation

20. Campus and mobile (2)
Pre-session
cognitive
exposure –
multimedia
resources
?
F2F session:
analysis,
discussion,
reflection &
goal setting
Post-session
online work:
consolidation
& evaluation

21. Campus and mobile (3)
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

22. Campus and mobile (3)
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

23. Campus and mobile (4): team-based learning
Pre-session cognitive
exposure – multimedia
resources
TBL F2F session:
iRA tRA facilitated discussion
consolidation + next steps
http://www.teambasedlearning.org/

24. Pre-session
cognitive
exposure –
multimedia
resources
TBL F2F session:
iRA tRA facilitated discussion
consolidation + next steps
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

28. How could you apply these
ideas in staff development
initiatives?
How might staff benefit from
these ideas when designing
courses and supporting their
learners?

29. To answer:
http://tinyurl.com/LF-4Nov2014

30. Summary: shaping the futures we want
 Adapting to the challenging climate not good
enough: take action, take risks, evaluate, refine
 Pilot small but also pilot big
 Build capacity
 Model, review
 Remember: the resource is not the course
 Engage others in the change, share ownership
 Disseminate, invite feedback
 Students will continue to request ‘contact
time’

31. THANK YOU
Professor Alejandro Armellini
Director, Institute of Learning and Teaching in Higher Education
www.northampton.ac.uk/ilt
Ale.Armellini@northampton.ac.uk
@alejandroa
4 November, 2014
Image by Topgold on Flickr