13. Design for Active Learning
building a sustainable approach to curriculum development and innovation and
empowering staff to enhance their own teaching practice1
Inclusivity
inclusive
approaches to
learning and
teaching
accessibility
University of Hull
Equality Scheme
2017-20
Employability
developing
graduate
attributes
Hull Graduate
Profile
Generic and
subject expertise
Internationalisation
Global citizenship
Diverse cultural
identities, values,
beliefs
Intercultural
interactions and
activities
Connected
Sharing
Student Voice
External
relationships
(e.g. employers
professional
bodies)
Communities of
scholarly practice
Curriculum Plus Partnerships
Evidence Hub
learning design toolkit including data, templates, models, cards …
learning from the literature, learning from each other, learning from practice
Digital Fluency
23. Panel:
Sarah Davies, Head of HE and student experience, Jisc
John Hill,The University of Derby
Scott Hayden, Digital innovation specialist, bcot
Vicki McGarvey, Learning and information services manager, Staffordshire University
07/07/2017 Panel discussion 23
24. »What is the top challenge the panel have identified in
relation to developing a digitally capable
organisation?
»What is the panels’ key takeaway message or idea
from today in terms of how we work towards our
vision for a digitally capable organisation?
07/07/2017 Panel discussion 24
Sue Watling
University of Hull
Going to talk about making Digital Shifts
It’s a presentation which is less about technology
more about learning enhancement
how an agile approach to learning design
might be alternative way to begin reaching, bridging and crossing digital divides
Been at Hull @18 months
Joined the TEL Team
Examples of TEL type words and activities on this slide
Preaching to the converted
Everyone here will know what TEL is and what it looks like
and probably share some of the same problems
Adoption of TEL is uneven leading to on-campus digital divides
People tend to identify as technofans or technophobes
I call these the digitally fluent or digitally shy
The digitally shy tend to be invisible to TEL people
They’re harder to reach
So it’s harder to start conversations about enhancing learning with technology
This is the Diffusion of Innovations Model by Everett Rogers
Shows the process of adoption of anything new – often see it applied to technology
The innovators and early adopters make themselves known
I’m interested in reaching the late majority and unfortunately named laggards
Instead I call these the digitally shy and resistant
The question is
How non or low users of digital technologies develop digital capabilities
How to find ways to develop those skills and confidences needed for living, learning and working in a digital society
I think the word teaching also needs to be in there
When it comes to digital shifts there's more focus on students as e-learners than staff as e-teachers
The problem is if you label something as technology
those who are digitally shy will self exclude
Technology cam be seen as a battle ground
If you’re digitally shy you’re less likely to
read the TEL literature
apply for TEL funding
or come the TEL events like these
After a year at Hull I’d built up working relationships with professional services
But wasn’t reaching the academics
They were missing
so I started to think of alternative ways to reach them
The TEL Team has been restructured
Moved from TEL to Teaching Enhancement
This is an opportunity to rethink how we work
I’d already been thinking about pedagogy first
To drop the T in TEL and focus on enhancing learning
Because everyone teaching should share an interest in learning design
So focusing on learning design (which might or might not include technology) should reach more people
Earlier this year we did a mini CAIeRO with Prof Ale Armellini from University of Northampton
It’s about learning design
It’s a hands on activity with cards, post it notes and flip chart paper
Aim of CAIeRO is to plan a learning module of course
so appeals to staff with teaching roles
CAIeRO is based on Biggs Curriculum Alignment
You set learning outcomes
Decide how they’ll be assessed
Decide what activities students need to do
It was interesting how Ale never once mentioned technology
But when it came to the student activities
nearly all of them included technology
Workshop was advertised as being about learning design
Didn’t know many of the people who were there
It wasn’t the usual faces
Thought this is the way forward
Turn TEL around
Put the EL first
Talk about enhancing learning which might or might not involve technology
Colleague Patrick Lynch and I built this model for Active Learning Design
Four pillars – include key themes of all validated programmes at Hull
Employability, Internationalisation, Inclusivity
Also includes Partnerships - everyone involved in the student learning experience
Then digital capabilities running across them all
Foundation Stone is an Evidence Hub – full of tools and templates for active learning
Evidence informed practice is key to this approach
We might start a conversation with appreciative inquiry
– what works well –
before talking about what have been flagged by module evaluation or annual programme reviews
It encourages an action research approach
Using loops and spirals of reflection and critical questioning
So we know what works well and why
Deign for Active learning involves going round the experiential learning cycle
Asking the questions
What happened
How did it go
What would I change
Encouraging a scholarly approach to practice
And evidencing success – what does success look like?
The Learning Design approach is agile – iterative
This is Patrick with Murphy demonstrating agility
Continually ongoing – being developed –
It involves both workshops or online equivalents
We’ve tried the plan in its draft form - been well received
People like opportunities to talk about what they do
It’s a great way to start conversations about learning
Also calling ourselves Ghostbusters
Got a problem?
Want to change a module?
Change assessment?
Have more student interaction?
Who you gonna call?
We’ve got a slot at the ALT Conference this year
Talk some more about exorcising ghosts and laying them to rest in the future
Summarise
Can be hard to reach the hard to reach to talk about technology
We’re shifting our emphasis from TEL to active learning design
We’re creating a calendar of annual events and opportunities for intervention
Built around data collection dissemination points like annual monitoring review
Got a red flag?
Who you gonna call?
If you call us
we can offer a toolbox of tricks, templates and technologies
This is our evidence informed approach to helping the digitally shy and reluctant to make digital shifts in practice
This is how we’ll reach, bridge and cross digital divides
With our Design for Active Learning Evidence Hub and toolbox
Had a spare slide
Seen Murphy demonstrating agility
This is Duke with one of my sons
Duke is the dog who thinks he’s a human
This demonstrates comfort and feeling at ease
Which is how we want people to feel around technology
I hope you’ve found this presentation interesting
If you have any questions about this Learning Design model please get in touch
Here are some contact details
Twitter @suewatling
Patrick is @thebigparticle
Blog at digitalacademic dot wordpress dot com
Thank you for listening