Netherlands, Sept 2013. Foresight and choices for 21st Century learning
•
0 gostou•572 visualizações
Presentation at Erasmus University, Rotterdam, 20 Sept 2013
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Semelhante a Netherlands, Sept 2013. Foresight and choices for 21st Century learning
Semelhante a Netherlands, Sept 2013. Foresight and choices for 21st Century learning (20)
Mais de Alejandro Armellini
Mais de Alejandro Armellini (20)
Último
Último (20)
Netherlands, Sept 2013. Foresight and choices for 21st Century learning
- 1. Foresight and choices for 21st Century learning Erasmus University Rotterdam Delft University of Technology Prof Alejandro Armellini University of Northampton 20 September 2013
- 2. Structure • Part 1: Context and principles • Part 2: Design for student engagement, deliver for participation (Carpe Diem) • Part 3: Learning and teaching in an open world • Part 4: Conclusions and future challenges
- 3. 3
- 4. One learning outcome 4 By the end of the session, you will be… …inspired to try out one new thing, and perhaps further inspire your learners and your colleagues.
- 5. Principles 5 • Low cost, high value • Sustainable: design once, deliver many times • Forward-looking: alignment, assessment for learning, rapid feedback
- 7. Missions Markets contexts new new present present Technology & Pedagogy Well-established learning & teaching + University-owned & supported technologies Creative applications of existing tools to target new markets Future, potential technologies for emergent learning & learners Established programmes and approaches embracing new technological opportunities Innovation pipeline ResearchDevelopment 7
- 8. Sample problems… 8 • 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
- 9. UK context Technology needs to enhance student choice and meet or exceed learners’ expectations Institutions need to take a strategic approach to realign structures and processes in order to embed online learning Investment is needed for the development and exploitation of open educational resources to enhance efficiency and quality Source: Collaborate to Compete, OLTF, 2011
- 10. US context 31% of all HE students take at least one online course 67% of academic leaders rate LOs in online education as the same or superior to those in f2f education Online learning is a critical part of the long-term strategies of 65% of HEIs Source: Going the Distance: Online Education in the United States, 2011
- 11. At Northampton A strategic commitment to scaling up: • Online and blended provision • CPD and accreditation: formal staff development opportunities for all • Openness (Open Northampton) 11
- 12. The L&T Plan • Intellectual capital • Student experience • Enhancement and innovation in L&T 12
- 13. 13 TheL&TPlan
- 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?
- 16. Practical Courses (‘New Teacher’) < Level 7 EdD modules Level 8 Associate Fellow Senior Fellow 20 Credits EdD Peer Review Mentoring Scholarship Level 7 Level 8 Practical Interventions: Excellence and innovation in L&T (new and existing staff) < Level 7 Fellow PGCTHE 60 credits Level 7 Qualifications Evidence
- 17. NILE design targets Level Focus Key features Foundation Delivery Absolute minimum expected Course information, handbook and guides Learning materials 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 essential to achieve learning outcomes. Advanced Essential in all 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. 17
- 18. 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 Think of the reasons in each case. MI-064-0295 by Dave Muckey successful business woman on a laptop by Search Engine People Blog
- 20. “I put my content online, therefore my students do e-learning” Source: http://www.flickr.com/photos/bowena/
- 21. To be clear… 21 • The resource is not the course. • PDFs and PPTs won’t teach themselves.
- 22. ‘But they won’t engage!’
- 26. 26 Delivery Good RECOVERY Bad WHAT A WASTE! Bad Good Design
- 27. 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 27
- 28. Designing together: Carpe Diem Source: http://www.flickr.com/photos/susanvg/
- 29. Seize the Day Invest two days of your time and get your course online Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/
- 30. Map of the course Gather my materials & borrow materials from colleagues Review learning outcomes & assessment Download stuff Identify gaps ‘Write’ the rest (often a lot) to fill gaps Check consistency, alignment & go
- 31. Storyboard Create a scaffold Generate a blueprint Select and adapt OERs Gather materials & identify gaps Design missing bits as per storyboard Reality check, review, adjust & go
- 32. Carpe Diem 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? What resources? Are they readily available? For free? Really?’ Focus: designing for flexible, student-centred learning
- 33. Carpe Diem deliverables • Blueprint for the course • Storyboard • Running e-tivities (peer-reviewed and reality- checked) • Model for further development • Action plan 33 www.le.ac.uk/carpediem
- 37. 37
- 38. Online presence 38 • Presence on your VLE is not an add-on to the course. It is the course. (Garrison, Anderson, & Archer, 2001)
- 39. Added value: personalisation, course ‘humanised’ MAIN TYPE OF INTERACTION DESIGNED INTO COURSE TEACHER’SPERFORMANCE DURINGDELIVERY Low impact on course Expected practice Tangible enhancement Bad practice Missed opportunity Learner-Teacher Learner-Learner PoorGood Learner-Content Interactions
- 42. 1. Access & motivation 2. Culture building 3. Co-operation 4. Collaboration 5. Development
- 43. 1. Access & motivation 2. Culture building 3. Co-operation 4. Collaboration 5. DevelopmentLink, feed back, enhance, apply Interact, build knowledge Navigate, save time, personalise Receive and send Access
- 44. 1. Access & motivation 2. Culture building 3. Co-operation 4. Collaboration 5. Development Guide Facilitate, tie loose ends Lead Host Welcome, reassure
- 46. 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.
- 47. Open Northampton Aim To put Northampton on the global OER-OEP map within 24 months. 47
- 49. 49
- 50. 50
- 51. 51
- 52. DesignDelivery Used as is (Just-in-time) Repurposed (Structured) OER Curriculum OER-enhanced curriculum
- 53. Design Low-cost enhancementDelivery Used as is (Just-in-time) Repurposed (Structured) OER Curriculum OER-enhanced curriculum
- 54. Design Low-cost enhancement Strategic enhancementDelivery Used as is (Just-in-time) Repurposed (Structured) OER Curriculum OER-enhanced curriculum
- 57. Contributing our own OERs 57 '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) Image source: Wikipedia
- 58. From the VLE and OERs to MOOCs 58 • Massive Open Online Courses and free
- 59. 59
- 60. 60
- 61. 61
- 62. 62
- 63. At Northampton: MOOC or SOOC? 63 • Small Open Online Courses and beautiful
- 64. Northampton 2020: the learning and teaching landscape Composition and demographics of the student population
- 65. 10500 1500 500 2000 1000 500 Face-to-face students Dual-mode students Online students Students taught by flying faculty Work & practice-based students Other 2013
- 66. 2020 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
- 67. Implications for the future of HE • Less physical space + global competition for diverse and demanding students + innovation = critical need to change the way we go about our business
- 68. Shift to… • Appropriate ‘blends’ • Openness • Flexibility • Mobility Knowledge and learning as open, mobile, connected and scalable 68
- 69. Your VLE (Moodle, Blackboard, etc)… 69 • 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
- 70. OERs… 70 • Content is not king • We can’t afford to ignore OERs: o As users - OERs to enhance your courses o As contributors: don’t agonise over the family silver
- 71. MOOCs… 71 • Register on one • Consider contributing to one • Put yourself and your university on the global MOOC map
- 72. 72 Our chance to shape the future of learning Professor Alejandro Armellini Institute of Learning and Teaching in Higher Education University of Northampton Ale.Armellini@northampton.ac.uk 20 September 2013