Foresight and choices for 21st Century learning

Erasmus University Rotterdam Delft University of Technology

Prof Alejandro Armellini

University of Northampton 20 September 2013

Structure

• Part 1: Context and principles

• Part 2: Design for student engagement, deliver for

participation (Carpe Diem)

• Part 3: Learning and teaching in an open world

• Part 4: Conclusions and future challenges

3

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.

Principles

5

• Low cost, high value

• Sustainable: design once, deliver many

times

• Forward-looking: alignment, assessment

for learning, rapid feedback

E-Learning timeline M

ultim

edia

resourc

es

80s

The I

nte

rnet and t

he W

eb

93

Learn

ing M

anagem

ent

Syste

ms

95

Open E

ducational R

esourc

es

01

Mobile

devic

es

98

Gam

ing t

ech

nolo

gie

s

00 S

ocia

l and p

art

icip

ato

ry m

edia

04

Virtu

al w

orld

s

05

E-b

ooks a

nd s

mart

devic

es

Massiv

e O

pe

n O

nlin

e C

ours

es

07 08

Learn

ing

Desig

n

99

http://halfanhour.blogspot.be/2012/02/e-learning-generations.html

Learn

ing o

bje

cts

94 09

Learn

ing a

naly

tics

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

Research Development

7

Sample problems…

8

• I want to teach online but don’t know

where to start

• Everyone uses NILE 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

• My course is not interactive enough

UK context

Technology needs to enhance student choice and meet or exceed learners’ expectations

Institutions need to take a strategic approach to realign structures and processes in order to embed online learning

Investment is needed for the development and exploitation of open educational resources to enhance efficiency and quality

Source: Collaborate to Compete, OLTF, 2011

US context

31% of all HE students take at least one online course

67% of academic leaders rate LOs 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

At Northampton

A strategic commitment to scaling up:

• Online and blended provision

• CPD and accreditation: formal staff development

opportunities for all

• Openness (Open Northampton)

11

The L&T Plan

• Intellectual capital

• Student experience

• Enhancement and innovation in L&T

12

13

Th

e L

&T

Pla

n

Needs

How can I develop a course that meets students’ needs?

I want to be a better teacher

I need to develop my skills for online and distance learning – Help!

I need to improve student retention. How can I help my students?

Why waste time on writing feedback? Students don’t read it!

My teaching is in a rut – What new ideas could make it more exciting?

I need to get professional recognition as a HE Teacher – what do I do?

I would like to gain academic credit for this training – is this possible?

Practical

Courses (‘New

Teacher’)

< Level

7

EdD

modules

Level 8

Associate

Fellow

Senior

Fellow

20 Credits EdD

Peer Review

Mentoring

Scholarship

Level 7 Level 8

Practical

Interventions:

Excellence

and

innovation in

L&T

(new and

existing staff)

< Level 7

Fellow

PGCTHE

60 credits

Level 7

Qualifications

Evidence

NILE design targets

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.

17

18

A five-minute task!

With a neighbour, think of a course or instance within a course (as a participant or tutor), where online learning…

a. really worked

b. was a disaster

Think of the reasons in each case.

MI-064-0295 by Dave Muckey

successful business woman on a laptop by Search Engine People Blog

“I put my content online, therefore my

students do e-learning”

Source: http://www.flickr.com/photos/bowena/

To be clear…

21

• The resource is not the course.

• PDFs and PPTs won’t teach themselves.

‘But they won’t engage!’

23

Delivery

Good

Bad

Bad Good

Design

24

Delivery

Good

Bad

Bad Good

Design

25

Delivery

Good

RECOVERY

Bad

Bad Good

Design

26

Delivery

Good

RECOVERY

Bad

WHAT A WASTE!

Bad Good

Design

Effective course design…

• 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

• Is innovative, participative and fun

27

Designing together: Carpe Diem

Source: http://www.flickr.com/photos/susanvg/

Seize the Day

Invest two days of your time

and get your course online

Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/

Map of the course

Gather my materials & borrow materials from

colleagues

Review learning outcomes & assessment

Download stuff

Identify gaps

‘Write’ the rest (often a lot) to fill gaps

Check consistency, alignment & go

Storyboard

Create a scaffold

Generate a blueprint

Select and adapt OERs

Gather materials & identify gaps

Design missing bits as per storyboard

Reality check, review, adjust & go

Carpe Diem addresses…

• ‘My use of e-learning is bad.’ • ‘Help me redesign this.’ • ‘The discussion forums are never used.’ • ‘What is a wiki?’ • ‘Can I run synchronous sessions? How?’ • ‘What is Web 2.0 and how can my learners benefit

from it?’ • ‘Existing resources? What resources? Are they

readily available? For free? Really?’

Focus: designing for flexible, student-centred learning

Carpe Diem deliverables

• Blueprint for the course

• Storyboard

• Running e-tivities (peer-reviewed and reality-checked)

• Model for further development

• Action plan

33 www.le.ac.uk/carpediem

Carpe Diem

34

blueprint

storyboard

prototype

reality? review

Plan + action

37

Online presence

38

• Presence on your VLE is not an add-on to

the course. It is the course.

(Garrison, Anderson, & Archer, 2001)

Added value: personalisation,

course ‘humanised’

MAIN TYPE OF INTERACTION DESIGNED INTO COURSE

TE

AC

HE

R’S

PE

RF

OR

MA

NC

E

DU

RIN

G D

EL

IVE

RY

Low impact on course

Expected practice Tangible enhancement

Bad practice Missed opportunity

Learner-Teacher Learner-Learner

Po

or

Go

od

Learner-Content

Interactions

Design for learning

E-moderate for participation

E-moderation

www.e-moderating.com

1. Access & motivation

2. Culture building

3. Co-operation

4. Collaboration

5. Development

1. Access & motivation

2. Culture building

3. Co-operation

4. Collaboration

5. Development Link, feed back, enhance, apply

Interact, build knowledge

Navigate, save time, personalise

Receive and send

Access

1. Access & motivation

2. Culture building

3. Co-operation

4. Collaboration

5. Development Guide

Facilitate, tie loose ends

Lead

Host

Welcome, reassure

Carpe Diem and e-tivities: reading

• Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html

• Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20.

• Rogerson-Revell, P., Nie, M. & Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning Applied Linguistics and TESOL programme. Open Learning, 27(2), 103-119.

• Nie, M., Armellini, A., Witthaus, G. & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based learners? ALT-J, Research in Learning Technology, 19(1), 19-38.

• Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010). The role of podcasting in effective curriculum renewal. ALT-J, Research in Learning Technology 18(2), 105-118.

• Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology 41(6), 922-935.

• Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4(1), 17-29. Available from http://tinyurl.com/58q2lj

• Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology, 16(2), 95-109.

• Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge.

• Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge.

Open Northampton Aim

To put Northampton on the global OER-OEP map

within 24 months.

47

49

50

51

De

sign

D

eliv

ery

Used as is

(Just-in-time)

Repurposed

(Structured)

OER

Cu

rric

ulu

m

OER-enhanced curriculum

De

sign

Low-cost

enhancement D

eliv

ery

Used as is

(Just-in-time)

Repurposed

(Structured)

OER

Cu

rric

ulu

m

OER-enhanced curriculum

De

sign

Low-cost

enhancement

Strategic enhancement

De

live

ry

Used as is

(Just-in-time)

Repurposed

(Structured)

OER

Cu

rric

ulu

m

OER-enhanced curriculum

De

sign

Low-cost

enhancement

Strategic enhancement

De

live

ry

Rapid enhancement

Used as is

(Just-in-time)

Repurposed

(Structured)

OER

Cu

rric

ulu

m

OER-enhanced curriculum

De

sign

Low-cost

enhancement

Strategic enhancement

De

live

ry

Rapid enhancement

Planned enhancement

Used as is

(Just-in-time)

Repurposed

(Structured)

OER

Cu

rric

ulu

m

OER-enhanced curriculum

Contributing our own OERs

57

'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

From the VLE and OERs to MOOCs

58

• Massive Open Online Courses

and free

59

60

61

62

At Northampton: MOOC or SOOC?

63

• Small Open Online Courses

and beautiful

Northampton 2020: the learning and

teaching landscape

Composition and demographics of the student

population

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

2013

2020

6000

6000

6000

500

1000 500

Face-to-face students

Dual-mode students

Online students

Students taught by flying

faculty

Work & practice-based

students

Other

Implications for the future of HE

• Less physical space

+ global competition for diverse and

demanding students

+ innovation

= critical need to change the way we go about

our business

Shift to…

• Appropriate ‘blends’

• Openness

• Flexibility

• Mobility

Knowledge and learning as open, mobile,

connected and scalable

68

Your VLE (Moodle, Blackboard, etc)…

69

• 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

OERs…

70

• Content is not king

• We can’t afford to ignore OERs:

o As users - OERs to enhance your courses

o As contributors: don’t agonise over the

family silver

MOOCs…

71

• Register on one

• Consider contributing to one

• Put yourself and your university on the

global MOOC map

72

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

20 September 2013