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.
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
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
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.
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/
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
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
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.
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)
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
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
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
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
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