Learning futures london_nov2014

Designing for effective online and blended learning in the 21st

Century 4 November 2014

Ale.Armellini@northampton.ac.uk@alejandroa

www.northampton.ac.uk/ilt

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Aim To identify opportunities (in terms of

practice and policy) for effective online and blended learning towards the middle of the 21st Century

Image by Bluekdesign on Flickr

Bars we have been raising at Northampton

Excellence and innovation in 21st Century learning, teaching and assessment.

Transformational learning experiences through inspirational teaching.

Open practices. Exceeding the needs and expectations of all

students, regardless of mode of study. Staff CPD and recognition for innovation and

positive change… and many more

A possible USP for your institution

Enabling ___________ learning experiences

for __________ and lasting social change, through ___________, research-informed teaching

_____________ the expectationsof all students in every mode of study.

A possible USP…

Enabling transformational learning experiences for positive and lasting social change, through inspirational, research-informed teaching exceeding the expectations of all students in every mode of study.

Three disruptive waves

a. Competition for studentsb. Competition from cheaper alternativesc. Competition from on- line delivery

The Economist, 28 June 2014

Models needed to add value to the on- and off-campus experiences, with support

for personalised learning

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

2014

Present and future

Physical space at a premium + global competition for higher

numbers of diverse and demanding students

+ need for flexibility in all modes of study, by students & staff

+ innovation as a driver for change

+ reputation of UK FE & HE

= critical need to change the way we go about our business

2020: a possible scenario for Northampton

6000

6000

6000

500

1000500

Face-to-face studentsDual-mode studentsOnline studentsStudents taught by fly-ing facultyWork & practice-based studentsOther

Year 1 Year 2 Year 3

Face to Face

Online

Work-based learning

Year 1 Year 2 Year 3

Why push for change?

To provide exciting, transformational, sustainable and effective experiences for 21st Century learners, by maximising the affordances of or intellectual capital and learning spaces (physical and virtual)

Principles

Transformational learning experiences through inspirational teaching

Low cost, high value for our students and colleagues

Knowledge and learning and open, mobile, connected and scalable

Modes of study overlap: ‘blended’ = ‘campus & mobile’

UTS’s experienceLearning 2014

https://www.youtube.com/watch?v=rL0eFmac7mA

In terms of mode of study, what might your institution’s student population look like in 2020?

What do your students want today (above anything else) and what are they likely to ask for in 2020?

To answer:

http://tinyurl.com/LF-4Nov2014

Northampton’s preferred futures

Approach Implication Courses affected

Lecture-free zone No lectures delivered in f2f mode. All

Northampton Online: single malt

Complete redesign of courses for ‘pure’ online learning (including several ‘priority programmes’).

Selected PG & PT, a few UG

The Northampton Blend: campus and mobile

Redesign of courses for blended learning: (a) relevant material packaged as video

lectures and other digital content(b) some seminars moved online as

asynchronous discussions based on e-tivities

(c) a re-think of how we make productive use of f2f time

(d) A major conceptual shift by all staff.

All

Campus and mobile (1) (‘blended learning’)

Pre-session cognitive exposure

– multimedia resources

F2F session: analysis, discussion,

reflection & goal setting

Post-session online work: consolidation

& evaluation

Campus and mobile (2)

Pre-session cognitive

exposure – multimedia resources

?F2F session:

analysis, discussion, reflection & goal setting

Post-session online work: consolidation & evaluation

Campus and mobile (3)

Pre-session cognitive

exposure – multimedia resources

Pre-session activation of schemata –

asynchronous online tasks

F2F session: analysis,

discussion, reflection & goal setting

Post-session online work: consolidation & evaluation

Campus and mobile (3)

Pre-session cognitive

exposure – multimedia resources

Pre-session activation of schemata –

asynchronous online tasks

F2F session: analysis,

discussion, reflection & goal setting

Post-session online work: consolidation & evaluation

Pre-session cognitive exposure – multimedia

resources

TBL F2F session: iRA tRA facilitated discussion

consolidation + next steps

Campus and mobile (4): team-based learning

http://www.teambasedlearning.org/

Pre-session cognitive

exposure – multimedia resources

TBL F2F session: iRA tRA facilitated discussion

consolidation + next steps

Pre-session cognitive

exposure – multimedia resources

Pre-session activation of schemata –

asynchronous online tasks

F2F session: analysis,

discussion, reflection & goal setting

Post-session online work: consolidation & evaluation

How could you apply these ideas in staff development initiatives?

How might staff benefit from these ideas when designing courses and supporting their learners?

To answer:

http://tinyurl.com/LF-4Nov2014

Summary: shaping the futures we want

Adapting to the challenging climate not good enough: take action, take risks, evaluate, refine

Pilot small but also pilot big Build capacity Model, review Remember: the resource is not the course Engage others in the change, share ownership Disseminate, invite feedback Students will continue to request ‘contact

time’

THANK YOUProfessor Alejandro Armellini Director, Institute of Learning and Teaching in Higher Educationwww.northampton.ac.uk/ilt

Ale.Armellini@northampton.ac.uk @alejandroa4 November, 2014

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