ILIaD Transforming Education Teaching, Learning and Technology Oct 2015 Hugh Davis @HughDavis Professor of Learning Technologies

ILIaDTransforming Education

Teaching, Learning and Technology

Oct 2015

Hugh Davis @HughDavishttp://users.ecs.soton.ac.uk/hcd

Professor of Learning TechnologiesDirector of EducationDirector of Institute for Learning Innovation and Development (ILIaD)

The Campus of Tomorrow

• Founded 1862• Charter 1952• 24,000 Students• Russell Group• 8th in UK REF for

Research Intensity

• One of the top 1% Universities in the World (QS)

Institute of LearningInnovation and Development

@HughDavis#VCRetreat

Institute for Learning Innovation and Development

Excellence

Research

Over £109m research income in 2013/14

500 research links with overseas partners and growing

Noted for • General Engineering• Electrical and Electronic Engineering• Computer Science• Oceanography• Health Sciences• History• Music• Modern Languages• Social Policy

Teaching

Exemplary results form 2015 QA Higher Education Review - the enhancement of student learning opportunities was commended

UK leader in flexible degrees where students have the option to take modules outside their area of study

First UK university to offer Major/Minor degrees

Founding member of the FutureLearn

Over 7,000 students from outside UK

Malaysian Campus + Chinese partners

4@HughDavis#VCRetreat


TEL for 20 years

Factors that have led to Change

• Developing Digital Literacies/Capabilities• Online learning

Two consequences of change

Conclusion

This Talk

5

The pillars of Technology Enhanced

Learning(This is what we have spent the last 20 years

on)




TEL

VLE

Ever

ythi

ng

onlin

e

Pers

onal

isat

ion

Inte

ract

ivity

OER

s an

d

Reusa

bilit

y



Mid 90’s



Early 90’s The Interactive Learning Centre

Wendy Hall (now Dame)

Su White



Mid 2000’s

10

Change Factors




The Social Web

The Webas an

applicationplatform

Mobility…

…and the cloud

Bandwidth

“The Avalanche Report”Barber, M. Donnelly, K & Rizvi, S. (March 2013). An Avalanche is Coming; Higher Education and the Revolution Ahead. Institute for Public Policy Research.

12

Time

Perf

orm

ance

/In

com

e Traditional Business

NewTechnology

The Napster moment

Disruptive Technologies

13

Digital Literacies/

CapabilitiesPeter Steiner in The New Yorker July 5, 1993.[

http://en.wikipedia.org/wiki/On_the_Internet,_nobody_knows_you're_a_dog#cite_note-fleishman-1



Computers are not technology – just part of lifeGravitate towards collaborative activityPrefer Nintendo approach to learning (trial and error)Multitasking is a way of lifeTyping preferred to handwritingStay connectedThe Internet is better than TVZero tolerance for delays

Digital Natives / Residents

Jason Frand, The Information Age Mindset: Changes in Students and Implications for Higher Education. EDUCAUSE Review 35:5, 2000

Diana Oblinger. Understanding the New Students: Boomers, Genn-Xers and Millenials, Educause, July/Aug 2003

Mark Prensky, Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. 2001

http://www.kappit.com/tag/jokes-for-kindergarten-children/

YES, BUT,Research on these so calledDigital Natives Shows that while they use technology well in everyday life they know little about how to learn using technology

Rethinking Learning for a Digital AgeRhona Sharpe, Helen Beetham, Sara de Freitas

15

InformationLiteracy

Networks(of People)

Collaboration

SocialNetworking

Communication

Digital Academic Practices

DigitalWorkpractices

Beliefs andPractices

BusinessModels Digital

Citizenship

ICT Skills

Media Literacy

Identity and Reputation

Street Wisdom on the Digital

Highway

EvaluatingAffordances

Finding,evaluating,processing,organising,analysing,presenting

Using applications and

services

16

InformationLiteracy

Networks(of People)

Collaboration

SocialNetworking

Communication





Citizenship

ICT Skills

Media Literacy



Highway


• The learner is given the stuff via the network• The learner finds stuff on the network• The learner finds stuff from the network (of

people)• The learner is part of the network and

contributes• Stuff• ontology

17

InformationLiteracy

Networks(of People)

Collaboration

SocialNetworking

Communication





Citizenship

ICT Skills

Media Literacy



Highway


Digital Literacies are the skills needed to live, learn, work, collaborate, influence and lead in the virtual and digital world

18

InformationLiteracy

Networks(of People)

Collaboration

SocialNetworking

Communication





Citizenship

ICT Skills

Media Literacy



Highway


Digital Literacies are the skills needed to live, learn, work, collaborate, influence and lead in the virtual and digital world

We are preparing students for jobs that don’t yet exist, using work-practices we don’t yet know supported by tools not yet invented.



Digital “residents”

• Create their own toolsets

• Manage their learning

• Set their own goals

• Manage content

• Communicate and collaborate with other learners and (micro)tutors

The Personal Learning Environment

CITE



My (cloud) Toolset

CITE



Although students may work naturally with technology..

• Literacy in the Virtual World is a complex thing

• The curriculum must provide opportunities and experiences that develop these skills, use authentic tools and grow PLNs

My Point is….

Routledge

Rethinking pedagogy for a digital age: designing and delivering e-learningH Beetham, R Sharpe, Routledge, 2007

Margaryan, A., Littlejohn, A. and Vojt. G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers and Education, 56(2), 429-440




We are running a Digital Literacies Programme to help both staff and students • develop their digital profile• extend their Personal

networks• evaluate tools for their needs



1st Year

2nd Year

3rd Year

One Faculty’s Digital Resource Strategy

Learners are told where to find thingsAll resources are in the VLE

Learners are told what to find and howSecondary resources can be found on the open web

Learners are expected to find resources for themselvesThey are expected to evaluate their choice of sources

24

An aside on MOOCs

and what we have learned from them



Massive - some have 10,000s registered.

Open = free

anyone can register

Online although many have a parallel blended incarnation

Course - that runs at a given time with a given cohort

(but not necessarily accredited for anything)

-

What is a MOOC?

Short (often 4-8 weeks, 3 hrs /week)No formal assessment and feedback

Video, reading and collaborative activities



Brand and Recruitment Materials?



Marketing people are happy to get email listsBut much more than that….

The massive cohorts give us new opportunities for experimenting in and understanding learning and assessment

• Adaptive feedback• Adaptive learning paths• Adaptive Content• Gameification• Peer Review• Self Review

Big Data

Mike Wheatley http://siliconangle.com



MOOCs in campus based learning

External non-paying MOOCers

MOOCactivit

y

Paying Students

The Embedded MOOC



Fully accredited programmes offered as MOOCs



Coursera Specializations



In future learning will be much more on-line

MOOCs are a phase on the way to us understanding how to do online learning better

MOOCs are not about to displace “place-based” Universities (although they may change our behaviours)

My point is …

32

The Digitally Enabled

University



MOOCs are the vanguard of online degrees

There is a lot of Venture Capital money out there looking for brands willing to go online

The belief is that there are are new markets waiting for online opportunities• Cheaper Course fees• No boarding fees or travel• Any time, and place• Flexible (CPD)• International markets

lacking provision

Online Degrees

33



The Components of Digital Enablement

34

Virtual Campus Set-up

Delivery Platform

ffMarketing RecruitmentCourse

Production

Teaching Support &

AssessmentQA

CommunityManagement

Thanks

Market research

Digital Marketing

Market research

Digital Marketing

Learning Design

Media Production

Learning Environment

Monitor tutors

Continuous Assessment

Progress Tracking

Formal Assessment

Award of Credit

Proof of identity

CRM

AlumniNetwork

OngoingEngagement



Blended Face-to-Face teaching e.g. Flipped Classroom

Hybrid DegreesSome part F2F and some part online at distance

Online/Distance

Working with a partner?

Outsource?

Internal Investment?

Options for Digital Engagement

36

Conclusions



Old role of teachers

• To teach learners how to use the technology

• To teach them using the the technology

New role of teachers

• To teach learners how to learn with the technology

• To communicate information effectively (digitally?)

• To provide engaging activities for learners (F2F or online)

Summary

38

Thank youAny Questions?

Hugh Davis@HughDavis

http://users.ecs.soton.ac.uk/[email protected]

Documents

ILIaD Transforming Education Teaching, Learning and Technology Oct 2015 Hugh Davis @HughDavis Professor of Learning Technologies