Prof. Carmel MCNAUGHT The Chinese University of Hong Kong, Hong Kong

Policy and Incentives to Support the Development of Higher-order Online Learning Designs

Presented by:

Digital media literacy continues its rise in

importance as a key skill in every discipline

and profession.

Appropriate metrics of evaluation lag

behind the emergence of new scholarly

forms of authoring, publishing, and

researching.

Economic pressures and new models of

education are presenting unprecedented

competition to traditional models of the

university.

Keeping pace with the rapid proliferation of

information, software tools, and devices is

challenging for students and teachers alike. 2

http://wp.nmc.org/horizon2011/

2011 Horizon Report:

Critical challenges

Johnson, Smith, Willis, Levine, & Haywood (2011)

Avoiding silos 8 faculties = at least

8 silos

UNLESS

The overall picture

is clear

3

http://www.bupisa.com/imagenes/silos.jpg

http://goodworld.lightnet.co.uk/GoodHoloBase.JPG

Factor Drivers for coordinated &

supported eLearning

Drivers for ‘laissez faire’

approach

1. Senior

manage-

ment

Internal External Internal External

1I+. Evidence of

institutional

research

1E+. External

quality audit

1I-. Culture of

a F2F

university

1E-. Good

external rankings

1I&E+. New student

information system

2. Time

Internal External Internal External

2I+a. Changing

student profile

2I+b. Ss as

digital natives

2E+. Changing

curriculum

(2012)

2I-. University

research life

2E-. Frenetic city

3. Ts’

decisions

about

change

Internal External Internal External

3I+a. Local

support

3I+b. Change in

promotion policy

3E+. OBAs to

T&L in HK

3I-. Peer

groups in

depts

(Research in

T&L as too

‘soft’)

3E-.

Benchmarking

within the

discipline

4

Understanding the drivers @ CUHK

McNaught (2008); McNaught & Lam (2009)

Sustainable eLearning

Efficiency requires

whole-institution

planning based on

evidence

Effectiveness requires

sound pedagogy and

scholarly evaluation on

local initiatives

5

The J-curve

Things get worse

before they get better!

6

7

The term

‘Learning design’ in 2012

Bringing technology and pedagogy together

Key focus is pedagogy

Lockyer, Bennett, Agostinho, & Harper (2009)

ref lection

Student learning needs

Aims/ desired learning

outcomes

Content/ fundamental

concepts

Learning activities

Assessment

Actual learning

outcomes

Feedback for evaluation

Diagram in our T&L

Strategy

8

ref lection

1. Student learning needs

2. A ims/ desired learning

outcomes

3. Content/ fundamental

concepts

4. Learning activities

5. Assessment

7. Actual learning

outcomes

6. Feedback for evaluation

1. Online diagnostic testing/ examination of

students' learning pref erences

3. Media-enriched explanations, animations

4. E.g. online discussions, quizzes, games, simulations,

debates, roleplays, etc.

5. E.g. online peer review s, tests, w ikis

for collaboration 6&7. Reflective spaces, e.g.

blogs, ePortfolios

1. Integration of

range of tools/

strategies that are

appropriate AND

2. that are not a

duplication or

optional add-on

McNaught (2011)

Aims of CUHK eLearning Strategy

1. Clarify the role of eLearning in OBA

2. Research for planning infrastructure, e.g.

University-wide eLearning systems

3. Educational design and technology in the four-

year undergraduate curriculum

4. Staff training, support & collaboration strategies

5. Student induction to eLearning & student IT

competence training

6. Benchmark eLearning at CUHK against …

9

http://www.cuhk.edu.hk/english/documents/teaching/elearning-strategy.pdf

Action plan

Under the auspices of the Academic IT Steering

Committee – linked to overall organizational

infrastructure

Detailed action plan with responsible party

against each item – pragmatic approach

Key players are

– Faculties

– ITSC

– Senate Committee on T&L (SCTL)

– CLEAR

– Library

– Office of Student Affairs 10

Strategies 1a Faculty OBA roadmaps (also 3a,

3e)

1b ELearning OBA webpage

1c Students’ future career needs

2a WiFi coverage

2b New CUHK portal

2c EPortfolio system & tools (also 3d)

2d Review of eLearning platforms

2e Mobile technology

2f Learning Object Repository

2g Video & audio servers

2g Learning spaces & teaching spaces

(also 2a)

6 ACODE 8 benchmarks

3a Level of use of eLearning

3b Courseware development

3c EAssessment

3d Formal & experiential learning –

ePortfolios (also 2c)

3e QA for blended courses

4a Staff ‘training’: Ts & TAs

4b ELearning Assistants (eLAs)

4c ELearning liaison persons (eLLPs)

4d ELearning Expo

4e ELearning newsletter

5a Students’ perspectives

5b Student IT competence

5c Information literacy

5d Independent learning

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eLearning Service

Strategies used are:

1) revamp of the eLearning platforms

2) a range of support services

3) seminars and workshops

4) support for courseware development

5) promotion of eLearning

6) research on new strategies &

technologies

12

Community

eLLPs – eLearning Liaison Persons network across departments

EXPO event http://www.cuhk.edu.hk/eLearning/expo/

13

Our HK students appear to be well-

disposed to interactive uses of eLearning

(inc. social media) IF they see the point in

getting engaged.

14

Two studies

15

CFA models

Design of

website

Learning

outcomes

a Student data from 21 courses where

there was ‘good’ web-enabled learning

designs. ~600+ q’aires.

Kember, McNaught, Chong, Lam, & Cheng (2010) 16

Active

eLearning

SEM model

a

16.1

40.3

20.6

38.6

17.7

68.4

36.6

73.8

27.2

47.5

40.0

67.5

51.6

77.0

43.9

85.9

61.7

87.9

58.2

79.1

0 50 100

Student-student talk (Community)

Student-student talk (Forum)

Teachers-student talk (Forum)

Teachers-student talk (Email)

Learning resources (Quizzes)

Learning resources (Notes)

Students' study tool (Multimedia)

Students' study tool (Information)

Computers in class (Webpages)

Computers in class (Multimedia)

Yes, a lot/ Often(%) Very useful/ Quite useful %)

Survey of 1438

students at CUHK,

representative of

gender, year level &

discipline

Positive (mostly)

expectations of

eLearning

Further, students with

HIGHER use of

eLearning were MORE

positive about BOTH

the usefulness of the

eLearning strategies

AND their own

personal gains in

learning

Lam, Lee, Chan, &

McNaught (2010; 2011)

b

One example that our students like

Support comes from peers

The following example has

been used successfully in HK

for many years & is still in use:

Mohan and Lam (2005).

18

c

http://growthmindseteaz.org/sitebuilder/images/giveup-249x450.jpg

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STAGE 1:

Warming Up

STAGE 3:

Working Out

STAGE 4:

Evaluation &

Assessment

STAGE 2:

Digging In

case 2

case 1

Minders’

Feedback

Identify key issues, create hypoth-esis …

Find appropriate resources …

Solving the case …

Peer evaluation & assessments …

Overview of L4U Model Investment banking

d

c

On balance?

Main successes

• Accepting ‘blended’

learning

• Online peer review

• Community of teachers

• Students being ‘on side’

• Really fine examples of

eTeaching

Main challenges

• Using interactive

strategies

• Reducing formal classes

• Tough promotion/ tenure

processes

• Assessment not aligned

to use of technology

• Not yet a critical mass

20

Thank You

21

References

Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K., (2011). The 2011

Horizon Report. Austin, Texas: The New Media Consortium.

http://wp.nmc.org/horizon2011/

Kember, D., McNaught, C., Chong, F. C. Y., Lam, P., & Cheng, K. F. (2010).

Understanding the ways in which design features of educational websites impact

upon student learning outcomes in blended learning environments. Computers &

Education, 55(3), 1183–1192.

Lam, P., Lee, J., Chan, M., & McNaught, C. (2011). Students’ use of eLearning

strategies and their perceptions of eLearning usefulness. In S-M. Barton, J. Hedberg,

& K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011 (pp. 1379–1388),

Melbourne Australia, 28 March – 1 April. Chesapeake VA: Association for the

Advancement of Computers in Education.

Lam, P., Lee, J., Chan, M., & McNaught, C. (2010). ELearning needs among

students who lead a digital life in nearly every aspect except learning. In J. Cordeiro,

B. Shishkov, A. Verbraeck & M. Helfert (Eds.), CSEDU 2010 (pp. 268–275).

Proceedings of the 2nd International Conference on Computer Supported Education,

Valencia, Spain, 7–10 April. Lockyer, L. Bennett, S. Agostinho, S., & Harper, B.

(Eds.) (2009). Handbook of research on learning design and learning objects: Issues,

applications and technologies. Hershey, PA: Information Science Publishing.

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McNaught, C. (2008). Towards an institutional eLearning strategy: The long journey.

In C. S. Nair (Ed.), Evidence based decision making: Scholarship and practice (pp.

43–55). Proceedings of the Australasian Higher Education Evaluation Forum

(AHEEF) 2008, 2–3 October. Melbourne: Centre for Higher Education Quality,

Monash University. http://pandora.nla.gov.au/tep/103801

McNaught, C. (2011). The best of both worlds: Effective hybrid learning designs in

higher education in Hong Kong. In R. Kwan, E. Young & B. White (Eds.). ICHL 2011,

LNCS 6837 (pp. 1–9). Heidelberg: Springer. Publication of Keynote address at the

International Conference on Hybrid Learning 2011. 10–12 August 2011, Hong Kong.

McNaught, C., & Lam, P. (2009). Institutional strategies for embedding blended

learning in a research-intensive university. Proceedings of the elearn2009

conference, Bridging the development gap through innovative eLearning

environments, The University of the West Indies, St Augustine, Trinidad and Tobago,

8–11 June 2009.

Mohan, J., & Lam, P. (2005). Learning for Understanding: A web-based model for

inquisitive peer-review learning activities. In G. Richards & P. Kommers (Eds.), ED-

MEDIA 2005 (pp. 2083–2090), Proceedings of the 17 th annual World Conference on

Educational Multimedia, Hypermedia & Telecommunications, Montreal, Canada, 27

June–2 July. Norfolk VA: Association for the Advancement of Computers in

Education.

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