Developing a culture of blended learning innovation

10/12/2014 | slide 1

Developing a culture of blended learning innovation

Graham Galbraith & Jon Alltree, facilitated by Mark Russell

Joint Information Systems Committee Supporting education and research

Session practice

Joint Information Systems Committee

Text-chatting

Elluminate layout

Audio

Whiteboard

Technical problems

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Joint Information Systems Committee

Presenters

Professor Graham Galbraith Deputy Vice-ChancellorUniversity of Hertfordshire

Dr Jon AlltreeDirector of Learning and Teaching University of Hertfordshire

Dr Mark RussellDeputy Director, Blended Learning Unit

University of Hertfordshire

Facilitator

Developing a Culture of

Blended Learning Innovation

5th International JISC Online conference

Innovating e-learning 2010

Professor Graham Galbraith, Deputy Vice-Chancellor

Dr Jon Alltree, Director of Learning and Teaching

University of Hertfordshire

• Response to the pre-conference discussion

• Innovation and embedding at UH

•Looking forwards and thinking the unthinkable

Leadership, management and

balance...

• Who should lead developments in students’ technology supported learning experience?

• Can we equate the student ‘output’ standards of the same programme where different modes of education are experienced (e-learning, blended, traditional)?

• What is the right balance between blended or e-learning delivery? In what ways is it subject and level dependent? Should base-line expectations be set across an institution?

From the

discussion

forum

A brief history of (our) time...

In what, if any, ways does this

experience have parallels with

your own institution?

For example:

– A long term strategic vision?

– Scaling up local innovations?

– An institution-wide VLE?

Please post your responses in the chat box

StudyNet • The University of Hertfordshire Manage Learning Environment

– The backbone of our engagement with Blended Learning

– In-house development, based on Lotus Notes

– Drew on the VALE experience and expertise

• It had to be scaleable, therefore built on these principles:– Efficient:

• Automated population of databases with students and staff

• MLE had to talk to MIS

– Easy to use:• Technology brought to individuals not the other way round

• Mainly Do-It-Yourself not Do-It-For-Me

– Implemented strategically• Top level support

• StudyNet Development group – ‘bottom-up’ input into functionality

• StudyNet pedagogic project group – Champions

– Staff development

– Targets

VALE

Collaboration with Ford

Needs of distance learners

Resources and collaboration facilities

One of team moved to central unit

StudyNet rolled out in 2000

Needed to link to other systems

Needed to be simple to use

MIS also bespoke

StudyNet interface

Simple

Personalised and configurable

New features added

0

2000000

4000000

6000000

8000000

10000000

12000000

2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 2007/8 2008/9 2009/10

StudyNet usageThe first 9 years

Logins

Blended Learning Unit

Educational provision where high quality e-learning opportunities and excellent campus based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased

UH CETL bid

Which is the optimum level at which to

foster the development of Blended

Learning for staff and student benefit?

A. Informal self-sustaining networks

B. School/Departmental approaches

C. Faculty approaches

D. Institutional approaches

If ‘other’, please enter your thoughts in

the chat box

Blended Learning Unit

• Reducing barriers– Classroom spec review (supporting LIS)

– Laptops for all academics

– Wireless enabled classrooms

– Staff development

• Curriculum Design and Innovation– Individual and group projects

– BLUSky funding

– CABLE (HEA Pathfinder Project)

– ESCAPE (JISC Curriculum Delivery Project)

• Campaigns eg– Podcasts

– Video

Blended Learning Innovation

Success Factors for embedding Blended

Learning at the University of Hertfordshire

• Office of the Vice-Chancellor support

• Targets driving StudyNet engagement

• Staff development to support engagement with targets

• Targeted funding for Blended Learning initiatives

• Ease of use of StudyNet

• Local champions promoting and supporting StudyNet and Blended Learning

• Bottom-up ownership of StudyNet Development

• Partnership initiatives (CABLE and ESCAPE)

Which of these would/do have the most

impact in your institution?

A. Office of the Vice-Chancellor support

B. Targets driving MLE/VLE engagement

C. Staff development to support engagement

with targets

D. Targeted funding for Blended Learning

initiatives

Which of these would/do have the most

impact in your institution?

A. Ease of use of your MLE/VLE

B. Local champions promoting and supporting

VLE usage and Blended Learning

C. Bottom-up ownership of VLE Development

D. Partnership initiatives for change

management

Next steps ...

• Distance and flexible Learning

• Geographically remote learners

• Campus based learners

• Assessment and feedback

• EVS and Objective testing

• Reengineering of other assessment strategies

Distance and flexible learning

• 25% target by 2015– At least 10% remote learning (up

from 3.8%)• PVC project

• Business development

– At least 15% of our campus based students’ modules online plus classroom (50+% of a module’s structured learning activities online)

• Learning and Teaching Institute support

• Student experience

• Green agenda

• Champions and local targets

Objective testing and large scale

approach to EVS• EVS/Objective testing

– Each student has own handset available for all sessions

– Central support for Questionmark PerceptionTM

mediated exams

– Pedagogic benefits • Greater interactivity, engagement and inclusivity in

class

• Regular low stakes testing

• Module feedback

– Efficiency savings• Decreased marking time

• Fewer referrals

• Increased progression

Our future Challenges

• Technical

– The relationship between the VLE and external services (iTunesU, YouTube, googledocs etc)

• Organisational

– Data accuracy (staff rather than students)

– Increased flexible learning

• Sectoral

– Published information and F2F contact

What are your future

challenges?

Please post your responses in the chat box

Recent events and

drivers for change....

• Do the implementation of the Comprehensive Spending Review and the Government’s version of Browne create a new impetus for Technology Supported Learning?

• Is e-learning primarily about reducing the long term costs of mass education or is it about improving student experience or both?

• A key issue for the future will be transparency of student data. What is the best way of measuring student engagement with learning; and will publishing student ‘contact hours’ disincentivise e-learning developments?

• Will the anticipated growth in private providers force the existing universities to re-consider the role of technology in supporting learning?

From the

discussion

forum

Web image acknowledgements

• Apple.com

• Cellnet.org

• Facebook.com

• Hubpages.com

• Listserve.com

• Martini.com

• Oldcomputers.net

• P Brennan

• P Chatterton

• PC museum.com

• Turningtechnologies.co.uk

• YouTube.com