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HE Academy Leadership Seminar 21 Jan 2014 - Open Online Learning
The document summarizes key changes in learning and teaching at the University of Northampton since 2012. The university's strategic priorities focus on delivering excellence in 21st century learning through inspirational teaching, open practices, and meeting all student needs. Principles guiding changes include low-cost and sustainable design. The Learning and Teaching Plan aims to enhance the student experience and innovation. Projections show a potential shift to more online students by 2020. Staff development initiatives like C@N-DO help enable positive changes. The presentation promotes open practices like using open educational resources and developing small open online courses.
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HE Academy Leadership Seminar 21 Jan 2014 - Open Online Learning
- 1. Inspirational Leaders seminar: OpenOnline Learning Direction and priorities in Learning and Teaching at Northampton Prof Alejandro Armellini, University of Northampton 21 January 2014
- 2. Objective To share keyaspects of Northampton’s change agenda in learning and teaching since Sept 2012 2
- 3. Strategic priorities ¤ Deliveringexcellence and innovation in 21st Century learning, teaching and assessment. ¤ Enabling transformational learning experiences through inspirational teaching. ¤ Embracing and fostering inclusive open practices. ¤ Exceeding the needs and expectations of all students, regardless of mode of study. ¤ Staff CPD and recognition for innovation and positive change.
- 4. Principles in L&T ¤ Lowcost, high value ¤ Sustainable: design once, deliver many times ¤ Forward-looking: alignment, assessment for learning, rapid feedback ¤ Inclusive and innovative for learners and tutors 4
- 5. The L&T Plan ¤ Intellectualcapital ¤ Student experience ¤ Enhancement and innovation in L&T 5
- 6.
- 7. Online & blendedprovision of the highest quality
- 8. 2013 500 1000 Face-to-face students Dual-mode students 2000 Online students 500 Students taughtby flying faculty 1500 10500 Work & practicebased students Other
- 9. Implications for thefuture of Northampton Less physical space at the new campus + global competition for diverse and demanding students + innovation = critical need to change the way we go about our business
- 10. 2020: a possiblescenario for Northampton 1000 Face-to-face students 500 500 6000 Dual-mode students Online students 6000 Students taught by flying faculty Work & practicebased students 6000 Other
- 11. CPD and accreditationfor positive change - C@N-DO
- 12. Sample problems… ¤ I wantto teach online but don’t know where to start ¤ Everyone uses the VLE 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 12
- 13. Sample needs How canI 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?
- 15. Online presence ¤ Presence onyour VLE is not an add-on to the course. It is the course. (Garrison, Anderson, & Archer, 2001) 15
- 16. Designing together: CAIeRO CreatingAligned Interactive educational Resource Opportunities Source: h+p://www.flickr.com/photos/susanvg/
- 17. Effective course design… ¤ Isteam-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 17
- 18. Seize the Day:CAIeRO Invest two days of your time and get your course online Source: h+p://www.flickr.com/photos/cur:sperry/ h+p://www.flickr.com/photos/linksmanjd/
- 20. VLE design targets Level Founda:on Intermediate Essen:al in all blended courses Advanced Essen:al in all online courses Focus Delivery Key features § § § Absolute minimum expected Course informa:on, handbook and guides Learning materials Par4cipa4on In addi:on to ‘Delivery’: § Online par:cipa:on designed into the course. § Tasks provide meaningful forma:ve scaffold. § Online par:cipa:on encouraged and moderated, but not essen:al to achieve learning outcomes. Collabora4on In addi:on to ‘Delivery’: § Regular learner input designed into course & essen/al throughout. § Online tasks provide meaningful scaffold to forma:ve and summa:ve assessment. § Collabora:ve knowledge construc:on central to a produc:ve learning environment. 20
- 21. To be clear… ¤ Theresource is not the course. ¤ PDFs and PPTs won’t teach themselves. ¤ Content is not King. 21
- 22. Open Northampton Aim To putNorthampton on the global OER-OEP map within 24 months. 22
- 23. Design Delivery Curriculum OER-‐enhanced curriculum Used as is (Just-‐in-‐4me) Repurposed (Structured) OER Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
- 24. Design Low-‐cost enhancement Delivery Curriculum OER-‐enhanced curriculum Used as is (Just-‐in-‐4me) Repurposed (Structured) OER Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
- 25. Design OER-‐enhanced curriculum enhancement enhancement Repurposed (Structured) Delivery Strategic Used as is (Just-‐in-‐4me) Curriculum Low-‐cost OER Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
- 26. Design Delivery Curriculum OER-‐enhanced curriculum Low-‐cost Strategic enhancement enhancement Rapid, ‘on-‐the-‐go’ enhancement Used as is (Just-‐in-‐4me) Repurposed (Structured) OER Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
- 27. Design OER-‐enhanced curriculum Delivery Strategic enhancement enhancement Rapid, ‘on-‐the-‐go’ Planned enhancement enhancement Used as is (Just-‐in-‐4me) Curriculum Low-‐cost Repurposed (Structured) OER Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20.
- 28. Contributing our ownOERs '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) 28
- 29. From the VLEand OERs to MOOCs & SOOCs Massive Open Online Courses and free 29
- 30.
- 31. MOOCs… ¤ What is theproblem to which MOOCs are the solution?
- 32. MOOCs… ¤ Are MOOCs coursesor (glorified) resources?
- 33. At Northampton: MOOCor SOOC? Small Open Online Courses > Study Skills for Academic Success 33
- 34. Study Skills forAcademic Success
- 35. Leading change atNorthampton: a summary Where we were Where we wanted to be Why we wanted to get there How we are doing it Challenges we have encountered How addressed
- 36. Leading change atNorthampton: a summary (1) Where we were: school silos, no strategy, some demotivation. Where we wanted to be: delivering excellence and innovation in 21st Century learning, teaching and assessment. Why: because our learners demand and deserve it.
- 37. Leading change atNorthampton: a summary (2) How: through consultation & planning > L&T Plan shows direction of travel. Challenges: many, but resistance to change not high on list. How addressed: in a collegiate manner, with a problem-solving hat on and guided by our values.
- 38. Shift to… ¤ Appropriate ‘blends’ ¤ Openness ¤ Flexibility ¤ Mobility Knowledgeand learning as open, mobile, connected and scalable 38
- 39. Carpe Diem ande-tivities: reading ¤ 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 ¤ Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology 41(6), 922-935. ¤ Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20. ¤ 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. ¤ 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. ¤ 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. ¤ 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. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge. ¤ Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge. ¤ Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html
- 40. Professor Alejandro Armellini Director,Institute of Learning and Teaching in Higher Education University of Northampton [email protected] 21 January 2014 40