Netherlands, Sept 2013. Foresight and choices for 21st Century learning
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Transcript of Netherlands, Sept 2013. Foresight and choices for 21st Century learning
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Foresight and choices for 21st Century learning
Erasmus University Rotterdam Delft University of Technology
Prof Alejandro Armellini
University of Northampton 20 September 2013
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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
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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.
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Principles
5
• Low cost, high value
• Sustainable: design once, deliver many
times
• Forward-looking: alignment, assessment
for learning, rapid feedback
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E-Learning timeline M
ultim
edia
resourc
es
80s
The I
nte
rnet and t
he W
eb
93
Learn
ing M
anagem
ent
Syste
ms
95
Open E
ducational R
esourc
es
01
Mobile
devic
es
98
Gam
ing t
ech
nolo
gie
s
00 S
ocia
l and p
art
icip
ato
ry m
edia
04
Virtu
al w
orld
s
05
E-b
ooks a
nd s
mart
devic
es
Massiv
e O
pe
n O
nlin
e C
ours
es
07 08
Learn
ing
Desig
n
99
http://halfanhour.blogspot.be/2012/02/e-learning-generations.html
Learn
ing o
bje
cts
94 09
Learn
ing a
naly
tics
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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
Research Development
7
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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
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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
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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
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At Northampton
A strategic commitment to scaling up:
• Online and blended provision
• CPD and accreditation: formal staff development
opportunities for all
• Openness (Open Northampton)
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The L&T Plan
• Intellectual capital
• Student experience
• Enhancement and innovation in L&T
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13
Th
e L
&T
Pla
n
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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?
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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
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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.
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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
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“I put my content online, therefore my
students do e-learning”
Source: http://www.flickr.com/photos/bowena/
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To be clear…
21
• The resource is not the course.
• PDFs and PPTs won’t teach themselves.
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‘But they won’t engage!’
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Delivery
Good
Bad
Bad Good
Design
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Delivery
Good
Bad
Bad Good
Design
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Delivery
Good
RECOVERY
Bad
Bad Good
Design
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Delivery
Good
RECOVERY
Bad
WHAT A WASTE!
Bad Good
Design
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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
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Designing together: Carpe Diem
Source: http://www.flickr.com/photos/susanvg/
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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/
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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
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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
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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
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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
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Carpe Diem
34
blueprint
storyboard
prototype
reality? review
Plan + action
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Online presence
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• Presence on your VLE is not an add-on to
the course. It is the course.
(Garrison, Anderson, & Archer, 2001)
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Added value: personalisation,
course ‘humanised’
MAIN TYPE OF INTERACTION DESIGNED INTO COURSE
TE
AC
HE
R’S
PE
RF
OR
MA
NC
E
DU
RIN
G D
EL
IVE
RY
Low impact on course
Expected practice Tangible enhancement
Bad practice Missed opportunity
Learner-Teacher Learner-Learner
Po
or
Go
od
Learner-Content
Interactions
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Design for learning
E-moderate for participation
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E-moderation
www.e-moderating.com
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1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. Development
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1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. Development Link, feed back, enhance, apply
Interact, build knowledge
Navigate, save time, personalise
Receive and send
Access
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1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. Development Guide
Facilitate, tie loose ends
Lead
Host
Welcome, reassure
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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.
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Open Northampton Aim
To put Northampton on the global OER-OEP map
within 24 months.
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De
sign
D
eliv
ery
Used as is
(Just-in-time)
Repurposed
(Structured)
OER
Cu
rric
ulu
m
OER-enhanced curriculum
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De
sign
Low-cost
enhancement D
eliv
ery
Used as is
(Just-in-time)
Repurposed
(Structured)
OER
Cu
rric
ulu
m
OER-enhanced curriculum
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De
sign
Low-cost
enhancement
Strategic enhancement
De
live
ry
Used as is
(Just-in-time)
Repurposed
(Structured)
OER
Cu
rric
ulu
m
OER-enhanced curriculum
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De
sign
Low-cost
enhancement
Strategic enhancement
De
live
ry
Rapid enhancement
Used as is
(Just-in-time)
Repurposed
(Structured)
OER
Cu
rric
ulu
m
OER-enhanced curriculum
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De
sign
Low-cost
enhancement
Strategic enhancement
De
live
ry
Rapid enhancement
Planned enhancement
Used as is
(Just-in-time)
Repurposed
(Structured)
OER
Cu
rric
ulu
m
OER-enhanced curriculum
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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
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From the VLE and OERs to MOOCs
58
• Massive Open Online Courses
and free
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At Northampton: MOOC or SOOC?
63
• Small Open Online Courses
and beautiful
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Northampton 2020: the learning and
teaching landscape
Composition and demographics of the student
population
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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
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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
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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
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Shift to…
• Appropriate ‘blends’
• Openness
• Flexibility
• Mobility
Knowledge and learning as open, mobile,
connected and scalable
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Your VLE (Moodle, Blackboard, etc)…
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• 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
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OERs…
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• 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
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MOOCs…
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• Register on one
• Consider contributing to one
• Put yourself and your university on the
global MOOC map
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Our chance to shape the future of
learning
Professor Alejandro Armellini Institute of Learning and Teaching in Higher
Education
University of Northampton [email protected]
20 September 2013