Innovative Delivery Doesn’t Just Happen by Accident

Innovative Delivery Doesn’t Just Happen by Accident

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  Innovative Delivery Doesn’t JustHappen by Accident Professor Michael Sankey Learning Transformations President, Australasian Council on Open, Distance and eLearning (ACODE)
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  Acknowledgement of country michael_sankey
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  Introduction michael_sankey • To refreshour courses one first needs to pause and take stock • Our digital ecologies are changing because the way we are wanting to teach and examine is changing • Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers • Improvement is a deliberate act that involves planning and execution • We need to find the new tools and techniques to help us with our teaching • We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
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  ADDIE michael_sankey
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  michael_sankey
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  michael_sankey
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  Griffith VLE –Learning@Griffith Feedback Fruits
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  Self or cloudhosted •Institution largely either self hosted or hosted an instance with the vendor on a private cloud, allowing customisations that made upgrading more difficult SaaS •Software as a service (SaaS) vendors moving clients onto using the one version of the software. Less customisation possible, but upgrades happen much more easily API • With self hosted systems, institutions had to develop APIs (application program interface) to allow other systems to communicate with each other LTI & xAPI • The advent of LTI (learning tools Interoperability) allows learning system to invoke and to communicate with external systems against a common global standard. This is linked with extra ‘experience’ data available through xAPI Transmission of information • Systems were used to provide links to documents and learning elements contained within a repository. Limited tools in the LMS limited engagement opportunities Participatory creation • The advent of more tools to allow for the co-creation, sharing and peer-review of learning episodes. Greater interoperability has allowed for this to be more easily mediated Walled garden approach • Where the LMS was the central repository for learning and pathways inside the LMS led students to different elements in the one garden Open garden approach • The LMS still has a role but now so do many other systems that can interoperate. Pathways lead between the different gardens providing far more variety Antecedents and descendant in a changing VLE ecology
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  BlackBoard & associated tools O365 &associated tools Pre Uni Undergraduate Post-graduate Work Year 1 Year 2 Year 3-4 Common patterns of student usage VLE O365 & associated tools BlackBoard & associated tools Workplace technologies
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  • Understand whoyour learner are; school leavers, adult learners, race, a mix. Is it the same every year or is it changing over time? • What mix of learning spaces are you going to use (physical/online) and what devices do you want them to have access to? • Research learning resources to ensure the latest versions of materials and software’s (not what you used last year). • Determine delivery and assessment strategies, or the pedagogies you are going to use. michael_sankey Analyse
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  • Chart-out howit is going to work in your course, week by week. What: you will do & assess; what they will do • Plan-out when you are going to develop the content yourself or use pre-existing content (open content) • Identify what limitations your students may experience (access to good internet, computers, machines) • Design the mix of online learning spaces (LMS, chat, Teams, Zoom, ePortfolio) • Explore new and refine the technology options. Use what they will use in the workplace • Test our your assumptions with a colleague, or even with a past student michael_sankey Design
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  • Mix-it-up andkeep it personnel. Develop your resources considering UDL (will come back to this). • Maximize the affordances of technology, TAFE pay a lot of money for these systems, so make the most of them. Don’t be afraid to ask for help if you don’t understand • Conduct testing on multiple devices and browsers (Mac, PC, Tablet, Surface / Edge, Safari, Firefox, Chrome) • Ensure security (use reputable sites), backups and access requirements, particularly when linking to outside resources (consider digital equity) • Confirm licensing, copyright and accessibility with your librarians or designers michael_sankey Develop
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  • You theonline tools and software that you know your students will have access to. If they don’t have access you need to provide it to them. • Be present during delivery and keep the communication lines open. Be very clear about the assessment. • Engage your students in the learning, you don’t have to do it all. They are not just empty vessels waiting to be filled. Make the think and work for it. • Provide clear entry points for learning, usually based on topics, showing the linkages between topics, and how they contributes assessment and outcomes • Prepare yourself for e-learning and make sure others know what you are doing michael_sankey Implement
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  • Study andtake seriously your student feedback and learn from it • If you make changes based on that feedback, make sure you tell the next cohort how you changed the course based on the feedback you received • There is other data you can access from the LMS and other systems you use, go and check it out and try and align this with what you believe was the case. It is amazing what you can learn from this. (who and how often they accessed the materials, did they listen to the videos and for how long, how many times they accessed the LMS or Teams). You may want to make some changes to the way you do things based on this. michael_sankey Evaluate
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  Developing a pedagogyfirst approach michael_sankey • Advances in Ed Tech have driven many to develop new strategies, base on assumptions that it can facilitate pedagogical scenarios • The temptation is to fit the pedagogy intent into the tool we want to use (I like the tool), instead of the pedagogy being the reason for using the tool (this tool helps me apply my pedagogy) • It’s like putting the cart before the horse • To understand this more, come to my other session tomorrow
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  • Digital Fluencyand Digital Equity • Digital Fluency • A digitally literate person knows how to use digital technologies and what to do with them • A digitally fluent person can decide when to use specific digital technologies to achieve their desired outcome. They can articulate why the tools they are using will provide their desired outcome. (TKI, 2020) • The 2019 Horizon Report (Alexander, et al, 2019) write, “Merely maintaining the basic literacies by which students and instructors’ access and evaluate information is no longer sufficient to support the complex needs of a digitally mediated society” (p 14). • The times have changed When dealing with TEL: Student @centre of the mix michael_sankey
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  • Diversity andaccessibility in TEL relates to both access and inclusion • April 2019, in the US, Sen’ Patty Murray introduced the Digital Equity Act to Congress • It becomes the responsibility of the teacher (or designers) to enact these features for their students • Enter, Universal Design for Learning (UDL) developing content in multiple modalities • As of Sep 2019 only 54.8% of household globally had access to the internet (UNESCO, 2019a) • Devices to access online content is one thing, being able to afford to purchase textbooks to support one’s learning is quite another • The 2019 UNESCO General Conference, ‘OER Recommendation’ on the creation, use and adaptation of inclusive and quality OER Digital Equity michael_sankey
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  UDL for BlendedLearning michael_sankey • Recognise the diversity of student, and the need for flexibility to combine study with multiple other commitments • Strong teacher-presence is crucial. Students need regular and meaningful communications to remain engaged • Interactive and engaging, e.g. short videos; varied formats and content, through simple-to-use technology • A mix of a/synchronous options, recognising that some activities may not be well attended but are valuable to those who choose to attend https://transformingassessment.com https://teaching.unsw.edu.au/universal-design-learning-udl
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  Sharing and learningwith others michael_sankey • “We are all in this together” • Most people are very willing to share • Lets get mentoring • Get connected • Look for this from people you trust, already know • Lots of people are putting stuff up for us to learn from • But look for trusted sources https://teledvisors.net/blog/
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  Questions and Discussion