Armellini's keynote, SOLSTICE conference, Edge Hill, 5 June13
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This document summarizes a presentation given by Professor Alejandro Armellini about foresight and choices for 21st century learning. The presentation covered trends in online learning, effective course design, use of virtual learning environments and open educational resources. It emphasized designing courses for collaboration and participation. It also discussed Northampton's initiative to contribute open educational resources and explore small online courses rather than massive open online courses.
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Armellini's keynote, SOLSTICE conference, Edge Hill, 5 June13
- 1. Foresight and choices for 21st Century learning Professor Alejandro Armellini Director, Institute of Learning and Teaching in HE University of Northampton Ale.Armellini@northampton.ac.uk SOLSTICE & CLT Conference 2013 5th & 6th June 2013
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- 3. Outline: today’s journey 3 Context, trends and principles Virtual Learning Environments (VLEs) Designing for effective collaborative learning Going open: OER and OEP Beyond open resources: MOOCs The Institute of Learning & Teaching in HE at Northampton Summary CC Image by TangYauHoong on Flickr
- 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. UK context 5 Technology needs to enhance student choice and meet or exceed learners‟ expectations A strategic approach to embed online learning Development and exploitation of open educational resources to enhance efficiency and quality Source: Collaborate to Compete, OLTF, 2011
- 6. US context 6 31% of all HE students take at least one online course 67% of academic leaders rate learning outcomes 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
- 8. Principles 8 Low cost, high value Sustainable: design once, deliver many times Forward-looking: alignment, assessment for learning, rapid feedback Aligned with social enterprise and entrepreneurship
- 9. 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 9
- 10. Virtual Learning Environments (VLEs) 10 What is a VLE? What a VLE is not
- 11. A VLE or LMS Content Communication tools Collaboration tools Assessment tools Upload tools Tracking tools Library Finance Student records Registration Timetabling Conole (2012), UNESCO briefing paper http://iite.unesco.org/pics/publications/en/files/3214712.pdf
- 12. A VLE or LMS Content Communication tools Collaboration tools Assessment tools Upload tools Tracking tools Library Finance Student records Registration Timetabling Conole (2012), UNESCO briefing paper http://iite.unesco.org/pics/publications/en/files/3214712.pdf
- 13. The VLE 13 Is the VLE a solution looking for a problem? What is the problem to which the VLE is the solution? CC Image by rosipaw on Flickr
- 14. Sample problems… 14 I want to teach online but don‟t know where to start Everyone uses the VLE 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
- 15. In course design terms 15 You want to design and deliver effective online courses and… Widen access Recruit more students Add flexibility Save time Promote engagement Impact positively on the learner experience
- 16. Is <our VLE> the solution? 16 Someone gives you access to the VLE. Surely, that‟s your problem solved.
- 17. Bad news 17 It isn‟t. Image by the University of Tennessee
- 18. I can fix that! 18 That‟s ok, I can get training …but what you often get is training that focuses on the tool itself (e.g. features of the VLE)
- 19. Symptoms 19 Lack of autonomy “If I send you the files, could you put them on the VLE for me?” Lack of understanding “Let‟s set up a discussion forum and see how it goes”.
- 20. “I put my content online, therefore my students do e-learning” 20 Source: http://www.flickr.com/photos/bowena/
- 21. VLEs Content Communication tools Collaboration tools Assessment tools Upload tools Tracking tools Library Finance Student records Registration Timetabling Conole (2012), UNESCO briefing paper http://iite.unesco.org/pics/publications/en/files/3214712.pdf
- 22. To be clear… 22 The resource is not the course. PDFs and PPTs won‟t teach themselves.
- 23. “But they won’t engage!” 23
- 24. Effective course design: Carpe Diem 24 Focuses on your problem, your needs, your course Uses a team approach to course design Enables you to capitalise on the VLE‟s features, as and when those features address pedagogical problems Builds capability and autonomy
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- 27. Carpe Diem 27 blueprint storyboard prototype reality? review Plan + action Armellini, A. & Nie, M. (2013) Armellini, A. & Aiyegbayo, O. (2010) Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010) Armellini, A., Salmon, G., & Hawkridge, D. (2009) Armellini, A., & Jones, S. (2008) Salmon, G., Jones, S., & Armellini, A. (2008) www.le.ac.uk/carpediem
- 28. Online presence 28 Presence on the VLE is not an add-on to the course. It is the course. (Garrison, Anderson, & Archer, 2001)
- 29. 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
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- 32. VLE design targets 32 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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- 37. 37 Delivery Good RECOVERY Bad WHAT A WASTE! Bad Good Design
- 38. Open Northampton 38 Aim To put Northampton on the global OER-OEP map within 24 months.
- 39. Open Educational Resources (OERs) 39 Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions (UNESCO, 2012)
- 40. OER repositories (1) 40 JORUM OER Commons MIT OpenCourseWare OpenLearn (Open University) iTunesU
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- 45. Design Planned Enhancement Strategic Enhancement Delivery Just-in-time Enhancement Reflective Enhancement As is Repurposed OER use Curriculum Armellini & Nie (2013) Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20.
- 46. Contributing our own OERs 46 '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
- 47. From VLEs and OER to MOOCs 47 Massive Open Online Courses and free
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- 52. At Northampton: MOOC or SOOC? 52 Small Open Online Courses and beautiful
- 53. MOOCs: HE’s digital moment? 53 Source: Universities UK, 16 May 2013
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- 55. The Institute of L&T in HE 55 A central unit with membership across all schools and services, created to support, promote and research effective and innovative learning and teaching practices across the university. Mission: to enable transformational learning experiences through inspirational teaching. A focal point to co-ordinate and implement learning innovation and capacity building activities for staff.
- 56. ILT areas of work & the UKPSF 56 1. Design of courses and activities for different modes of study 2. Teaching and supporting learners 3. Assessment & feedback 4. Learning environment & support 5. Professional development and qualification
- 57. The L&T Plan 57 Intellectual capital Student experience Enhancement and innovation in L&T
- 58. 58 TheL&TPlan
- 59. Strategic commitment to scaling up: 59 Online and blended provision CPD and accreditation Openness
- 60. Practical Courses („New Teacher‟) < Level 7 Practical Interventions : Excellence and innovation in L&T (new and existing staff) < Level 7 L&T Leader- ship, HE Policy, Research Supervisio n etc. Level 7 EdD modules Level 8 Associate Fellow Fellow Senior Fellow 20 Credits PGCTHE 60 credits Masters 180 credits EdD Peer Review Mentoring Scholarship Level 7 Level 8Level 7Level 7 Qualifications
- 61. Summary 61 The few concepts you should not escape without… Image by Quayarts
- 62. 21st Century learning Knowledge and learning as open, mobile, connected and scalable New forms of communication and collaboration Rich multimedia representation Regularly renewed expectations Harnessing the global network Flexibility as the norm
- 63. Shift to… 63 Appropriate „blends‟ Openness Flexibility Mobility
- 64. Effective course design… 64 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 Must be innovative, participative and fun
- 65. The VLE… 65 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
- 66. OERs… 66 Content is not king We can‟t afford to ignore OERs: As users - OERs to enhance your courses As contributors: don‟t agonise over the family silver
- 67. MOOCs… 67 Register on one Consider contributing to one Keep on top of MOOC research
- 68. 68 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 5 June 2013 SOLSTICE & CLT Conference 2013
Editor's Notes
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- 4 open educational practices