a model for supporting teaching, learning and
TRANSCRIPT
A Model for Supporting Teaching, Learning and Institutional Change:
The Experience of BDRA
Palitha Edirisingha, Simon Kear and Jaideep Mukherjee
European Foundation for Quality in e-Learning UNIQUe Award
Learning Technologist of the Year 2009: Team Award
Beyond Distance RESEARCH ALLIANCE
www.le.ac.uk/mediazoo Session code: F2
Learning outcomes
• Gain an understanding of the who, what, how and why of Beyond Distance Research Alliance (BDRA) and the Media Zoos
• Appreciate the challenges of setting up a partially self-funded R&I unit
• Gain an overview of BDRA’s research
• Consider strategies for embedding learning technology in teaching and learning
• Learn a variety of dissemination strategies and channels
• Consider potential applications at UNISA
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Workshop Outline
1. Welcome and introductions
2. BDRA principles
3. SWOT analysis and group feedback
4. Setting up the BDRA: funding and management
Coffee / tea break
5. Research and research-to-practice models
6. Technology and pedagogy (15 mins, Simon)
7. Conclusions and further plans
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The Workshop Team
• Palitha Edirisingha: Lecturer in E-learning
• Simon Kear: Keeper of the Media Zoo
• Jaideep Mukherjee: Projects Manager
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BDRA principles
• Research to practice
• Innovation to mainstream
• Design once, deliver often
• Low-cost, high-value learning technologies
• Design for learning, e-moderate for participation
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Areas of the Zoo
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Technologies & Pedagogies
Mark
ets
& M
issio
ns
Existing
Exis
ting
New
New
Exis
ting
New
New
Existing
PETS’ CORNER
VLE, E-Library for increased student number, flexibility,
blend, access, quality & efficiency
BREEDING AREA
Mobile & wireless learning for any time, any place combinations & blends
SAFARI PARK
Countries, objectives, levels of education & new markets
not previously addressed
EXOTICS HOUSE
Scan environment, research to explore emerging
technologies & applications for innovation
SWOT analysis
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STEEP factors
STEEP factors
Your current practice in relation to the principles
Group feedback
• The most important item from the SWOT analysis in your group
• Discussion
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The Alliance
“…brings together teachers and researchers, interested in the field of innovation in teaching
and learning, from any discipline or level of education.”
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The Alliance
• Is a Research and Innovation Unit
• Generates evidence collaboratively – evidence colleagues can relate to – through funded projects
• Promotes and disseminates evidence-based, incremental change and embedding
• Shapes and informs policy and strategy
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Setting up the BDRA: funding and management
• In 2005, a grant from the HE Funding Council for England funded 3 posts:
o 1 x Professor / Director,
o 1 x Lecturer, and
o 1 x Researcher
• In 2005-6, Central funding from the University plus generation of research income funded 3 more posts
o 1 x Learning Technologist (‘Media Zookeeper’) ,
o 1 x Administrator
o 1 x Part-time researcher
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• In 2006-7, generation of further research income led to 4 more research-focussed posts:
– 1 x Learning Designer
– 1 x Researcher (Learning Design)
– 1 x Researcher (Podcasting)
– 1 x Learning Technologist
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Setting up the BDRA: funding and management
• During 2007-11 , clear funding streams emerged:
o Central funding – continued funding for 6 of the posts mentioned earlier
o Research income – funded between 6-7 researcher and / or learning technologist posts at a time
o Entrepreneurial income – between 1-2 specialist, part-time posts at a time
o Teaching income – recent and yet inadequate for staffing.
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Setting up the BDRA: funding and management
• In 2006: o hefce grant of £300,000 (Rand 3.5 M),
• Since 2006: o Annual central funding was between £200,000 – 375,000
(Rand 2.37M – 4.44M),
o Annual research income was £240,000 (Rand 2.84M),
o Annual entrepreneurial income was on average £30,000 (Rand 0.35M)
o Annual teaching income was on average £7,500 (Rand 0.086M)
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Setting up the BDRA: funding and management
What have the different funding streams
allowed us to do?
o Central funding: meet the University’s needs, implement our ‘research to practice’ approach, generate research and entrepreneurial income, run the Media Zoo;
o Research income: innovate, carry out new externally-funded research, publish & disseminate widely and generate entrepreneurial income;
o Entrepreneurial & teaching income: try out new research ideas (‘pump primer’ funding), support staff training & development, employ specialist staff and provide incentives for PhD students.
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Setting up the BDRA: funding and management
Learning technology and research @ BDRA
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Social media and digital technology landscape
Informal learning
A new 'educational ecology': OERs, 'folk teachers', unconventional content producers
Formal learning
Learners’ competence with media tools and digital devices
Relevance within the UK
context
New possibilities
through technology Learning on location
Guidance and support
Improve distance
learner experience
Listening to sound,
voice and learning
Learning activities
Podcasting to support student learning
Podcasting: IMPALA 1-4 Informal Mobile Podcasting And Learning Adaptation
Learning, teaching and student support activities
Lectures
Seminars,
workshops
Labwork
Fieldwork
Computer work
Presentations
Assessments
Exploiting
self-study
resources
Developing
collaborative
& active
learning skills
Helping
students’ e-
learning and
self study
skills
Addressing
issues of
distance
learners
‘Hot
knowledge’
to support
transition to
HE
Introducing
informal
content to
formal
curriculum
‘Contributing
students’,
research and
articulating
skills
Preparatory
Preparatory
Preparatory
Feedback
Listen again
Extensions
Preparatory
Instructions
Instructions
Instructions
Course
organisation
Mentoring
More resources
• www.impala.ac.uk
• http://www.atimod.com/podcasting/index.shtml
• www.startinguni.info
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MOOSE
MOdelling Of Secondlife Environments
Second Life
3-D multi user virtual environments in distance learning
DUCKLING
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4 technologies to enhance curriculum delivery for distance learners
E-book readers
Podcasting
Voiceboards
Second Life
ELKS E-Learning and Knowledge Sharing Community
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http://elkscommunity.wetpaint.com/
OTTER, OSTRICH and TIGER Open Educational Resources
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http://www.le.ac.uk/oer
Theoretical
underpinnings
'Domestication' of technologies (Silverstone, 2006)
'Participatory culture' (Jenkins et al, 2006)
'Double life' of technologies (Noble,1984)
Personal 'online affinity spaces' for learning (Francis, 2010)
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Technology and pedagogy: applying the research evidence
• Curriculum design and delivery
• Our own practice
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Carpe Diem: designing together
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Source: http://www.flickr.com/photos/susanvg/
Source: http://www.flickr.com/photos/susanvg/
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?’
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E-moderating development
Schools
corporate
Blend and campus
Across levels
Across disciplines
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Supporting PhD students
• 1 full-time on-site, 3 part-time at a distance
• Regular one-to-one tutorials through Skype
• Frequent research days on-site and through Adobe Connect
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Learning Futures Festival Online 2011
• Global, non-stop for 48 hours
• Adobe Connect 8, Second Life and Moodle
• 250-plus delegates
• CO2 saving of approx. 200,000 tonnes
• 27 countries
• 30-plus hours of recordings
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