Hull keynote 15 june 2016
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Transcript of Hull keynote 15 june 2016
Professor Alejandro [email protected]@northampton.ac.uk
Pedagogic innovation for teaching excellence: a strategic approach to enhancing teaching quality in higher education
Plan
1. Principles2. Quality enhancement3. Raising the VLE bar4. Pedagogic innovation (or absence of it)
a. Flipping right!b. MOOCs
5. Conclusions
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Principles
• Quality of teaching central to the quality of the student experience
• Transformational learning experiences can be achieved through inspirational teaching
• Knowledge and learning are open, mobile, connected and scalable
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Quality enhancement
Deliberate steps at provider level to improve the quality of students' learning opportunities.
Quality assurance generates information for quality enhancement to take place. Enhancement is a routine part of the way that higher education is managed.
(QAA, 2014)
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Gathering of robust
information for systematic QA
Systematic analysis at
strategic level
Identification of good practice and areas for improvement
Deployment of enhancement
initiatives
Initiatives result in
actions that impact on the
quality of learning
opportunities
Enhancement process
monitored
5(Adapted from QAA, 2014)
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Level Focus Key features
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VLE design benchmarks
VLE design benchmarksLevel Focus Key features
Foundation Delivery Absolute minimum expected Course information, handbook and guides Learning materials
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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
assessed.
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VLE design benchmarks
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
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.
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VLE design benchmarks
Level Focus Objective
Foundation DeliveryCOMPLIANCE (or REPOSITORY!)
Intermediate Participation ENGAGEMENT
Advanced Collaboration ACTIVE LEARNING
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VLE design benchmarks
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The resource is not the course
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Content dump vs learning pathway
Trawl through stuff vs use a scaffold
Hidden learning outcomes vs explicit alignment
Push content vs engage
Upload vs design
Resource vs course
Deliver vs teach19@alejandroa
Task 1What do these four concepts have in common?
1. Over-promises and under-delivery
2. Relentless optimism
3. Innovation
4. Potential
Innovation
“A new idea or a further development of an existing product, process or method that is applied in a specific context with the intention to create a value added”.
(Kirkland and Sutch, 2009)
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What exactly is pedagogic innovation?
Definitions in the literature are:
– Lacking: people write about innovation without ever stating what it is
– Vague or recursive
– Mistaken. For example, using technologies in learning and teaching activities is not per se a pedagogic innovation
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Task 2
With a friendly neighbour, define “pedagogic innovation”.
Note: avoid using the terms you’re defining in the definition itself.
Pedagogic innovation
“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)
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Pedagogic innovation
“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)
Task 3With your friendly neighbour (or with a different one!) consider whether or not “the flipped classroom” constitutes “pedagogic innovation”.
If it does, indicate one pedagogic innovation criterion the flipped classroom meets.
If it does not, indicate your reasons.
To flip or not to flip?
Pre-session cognitive
exposure – multimedia resources
F2F session: analysis,
discussion, reflection & goal
setting
Post-session online work:
consolidation & evaluation
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Pre-session cognitive
exposure – multimedia resources
?
F2F session: analysis,
discussion, reflection & goal setting
Post-session
online work: consolidatio
n & evaluation
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Digital resources
Tasks for sense-making
Analysis, discussion, reflection & goal setting
Consolidation & action planning
ONLINE & F2F ONLINE & F2F
FACE TO FACE
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Task 4Now consider whether or not MOOCs are “pedagogically innovative”.
If they are, indicate what pedagogic innovation criteria MOOCs meet.
If they are not, indicate your reasons.
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Are MOOCs pedagogically innovative?
Survey of 106 education professionals involved in MOOCs:
Armellini & Padilla (JIOL, forthcoming)
Armellini & Padilla (JIOL, forthcoming)
Key features of MOOCs
Armellini & Padilla (JIOL, forthcoming)
MOOCs are pedagogically innovative (15.1%)
• Failed to justify, define pedagogic innovation or identify criteria
• Confused innovation with novelty or enthusiasm
• Identified other forms of innovation in MOOCs (e.g. scope, scale) but couldn’t make claims of a pedagogic nature
• “Potential”
Armellini & Padilla (JIOL, forthcoming)
MOOCs are not pedagogically innovative (84.9%) - part 1
• Traditional• Content-centric: “shovelware”• Glorified resources: MOORs• Technologically flamboyant (when things work)• “MOOCs in themselves are not pedagogically
innovative, but with some imagination they could be helpful”
Armellini & Padilla (JIOL, forthcoming)
• An innovation in marketing, not in pedagogy• Regressive, anachronistic, chaotic• Cost-cutting devices, masqueraded as
‘democratic’, ‘open’ and ‘free’ courses• Over-hyped, low completion, low value,
disposable, no recognition, quality assurance or rigour
• cMOOCs seen more positively than xMOOCs
Armellini & Padilla (JIOL, forthcoming)
MOOCs are not pedagogically innovative (84.9%) - part 2
Task 5Find your friendly neighbour again and consider these two questions:a. Think of your autobiography as a student. Share an example of pedagogic innovation, which you experienced as a learner.
b. Share one criterion that, in your view, innovative pedagogic practice in HE should meet or exceed.
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Old wine in new bottles? Task 6
Old wine
Learners generate content as homework, which is used creatively in the following seminarCourse 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 & feedbackStudy on the bus or train, on campus or at homeTeaching methods
Bring your own device (BYOD)
Dynamic assessment
Mobile learning
Pedagogies
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Task 7: next steps
What will your next pedagogic innovation be?
(be very specific!)
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“Now please redesign your course _____”:
…For employability…For WBL…To include more technology-enhanced learning…For Team-based learning…For blended learning…So we have an online version of it…To meet the new institutional challenges and priorities
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Redesign as a habit
• Pedagogic innovation is the exception, not the rule.
• There’s far less innovation than meets the eye.
• Pedagogic innovation keeps us refreshed, motivated and engaged with what we do.
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Conclusions: innovation and excellence
Pedagogic innovation is important in excellent teaching, but not a prerequisite for it.
Conclusions: innovation and excellence