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10/12/2014 | slide 1
Developing a culture of blended learning innovation
Graham Galbraith & Jon Alltree, facilitated by Mark Russell
Joint Information Systems Committee Supporting education and research
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Session practice
Joint Information Systems Committee
Text-chatting
Elluminate layout
Audio
Whiteboard
Technical problems
• Use the text-chat to engage with other delegates, presenter and moderators.• You can send private text-chat messages e.g. to moderators or to individuals.
• You can change your Elluminate layout to “Wide layout” to make it easier to follow the text-chat (select “View … Layouts…Wide layout”).
• If you are distracted by the text-chat, you can “unlock” the Elluminate layout to enable you to adjust the size and position of the text-chat sub-window (uncheck “View…Layouts …Layout locked”)
• It is best to run the Audio Set-up Wizard to test your audio set-up each time you enter an Elluminate room (select “Tools…Audio… Audio setup wizard).
• You must use a headset/microphone if you want to ask a question in audio.• Only use your microphone when guided by a moderator – click on the mic
icon (bottom-left of screen) to turn it on and click on it again to turn it off.
• Only draw on the whiteboard if guided by a moderator.
• Send a private text-chat message to “moderators” and they will try to help.
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Joint Information Systems Committee
Presenters
Professor Graham Galbraith Deputy Vice-ChancellorUniversity of Hertfordshire
Dr Jon AlltreeDirector of Learning and Teaching University of Hertfordshire
Dr Mark RussellDeputy Director, Blended Learning Unit
University of Hertfordshire
Facilitator
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Developing a Culture of
Blended Learning Innovation
5th International JISC Online conference
Innovating e-learning 2010
Professor Graham Galbraith, Deputy Vice-Chancellor
Dr Jon Alltree, Director of Learning and Teaching
University of Hertfordshire
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• Response to the pre-conference discussion
• Innovation and embedding at UH
•Looking forwards and thinking the unthinkable
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Leadership, management and
balance...
• Who should lead developments in students’ technology supported learning experience?
• Can we equate the student ‘output’ standards of the same programme where different modes of education are experienced (e-learning, blended, traditional)?
• What is the right balance between blended or e-learning delivery? In what ways is it subject and level dependent? Should base-line expectations be set across an institution?
From the
discussion
forum
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A brief history of (our) time...
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In what, if any, ways does this
experience have parallels with
your own institution?
For example:
– A long term strategic vision?
– Scaling up local innovations?
– An institution-wide VLE?
Please post your responses in the chat box
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StudyNet • The University of Hertfordshire Manage Learning Environment
– The backbone of our engagement with Blended Learning
– In-house development, based on Lotus Notes
– Drew on the VALE experience and expertise
• It had to be scaleable, therefore built on these principles:– Efficient:
• Automated population of databases with students and staff
• MLE had to talk to MIS
– Easy to use:• Technology brought to individuals not the other way round
• Mainly Do-It-Yourself not Do-It-For-Me
– Implemented strategically• Top level support
• StudyNet Development group – ‘bottom-up’ input into functionality
• StudyNet pedagogic project group – Champions
– Staff development
– Targets
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VALE
Collaboration with Ford
Needs of distance learners
Resources and collaboration facilities
One of team moved to central unit
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StudyNet rolled out in 2000
Needed to link to other systems
Needed to be simple to use
MIS also bespoke
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StudyNet interface
Simple
Personalised and configurable
New features added
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2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 2007/8 2008/9 2009/10
StudyNet usageThe first 9 years
Logins
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Blended Learning Unit
Educational provision where high quality e-learning opportunities and excellent campus based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased
UH CETL bid
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Which is the optimum level at which to
foster the development of Blended
Learning for staff and student benefit?
A. Informal self-sustaining networks
B. School/Departmental approaches
C. Faculty approaches
D. Institutional approaches
If ‘other’, please enter your thoughts in
the chat box
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Blended Learning Unit
• Reducing barriers– Classroom spec review (supporting LIS)
– Laptops for all academics
– Wireless enabled classrooms
– Staff development
• Curriculum Design and Innovation– Individual and group projects
– BLUSky funding
– CABLE (HEA Pathfinder Project)
– ESCAPE (JISC Curriculum Delivery Project)
• Campaigns eg– Podcasts
– Video
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Blended Learning Innovation
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Success Factors for embedding Blended
Learning at the University of Hertfordshire
• Office of the Vice-Chancellor support
• Targets driving StudyNet engagement
• Staff development to support engagement with targets
• Targeted funding for Blended Learning initiatives
• Ease of use of StudyNet
• Local champions promoting and supporting StudyNet and Blended Learning
• Bottom-up ownership of StudyNet Development
• Partnership initiatives (CABLE and ESCAPE)
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Which of these would/do have the most
impact in your institution?
A. Office of the Vice-Chancellor support
B. Targets driving MLE/VLE engagement
C. Staff development to support engagement
with targets
D. Targeted funding for Blended Learning
initiatives
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Which of these would/do have the most
impact in your institution?
A. Ease of use of your MLE/VLE
B. Local champions promoting and supporting
VLE usage and Blended Learning
C. Bottom-up ownership of VLE Development
D. Partnership initiatives for change
management
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Next steps ...
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• Distance and flexible Learning
• Geographically remote learners
• Campus based learners
• Assessment and feedback
• EVS and Objective testing
• Reengineering of other assessment strategies
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Distance and flexible learning
• 25% target by 2015– At least 10% remote learning (up
from 3.8%)• PVC project
• Business development
– At least 15% of our campus based students’ modules online plus classroom (50+% of a module’s structured learning activities online)
• Learning and Teaching Institute support
• Student experience
• Green agenda
• Champions and local targets
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Objective testing and large scale
approach to EVS• EVS/Objective testing
– Each student has own handset available for all sessions
– Central support for Questionmark PerceptionTM
mediated exams
– Pedagogic benefits • Greater interactivity, engagement and inclusivity in
class
• Regular low stakes testing
• Module feedback
– Efficiency savings• Decreased marking time
• Fewer referrals
• Increased progression
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Our future Challenges
• Technical
– The relationship between the VLE and external services (iTunesU, YouTube, googledocs etc)
• Organisational
– Data accuracy (staff rather than students)
– Increased flexible learning
• Sectoral
– Published information and F2F contact
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What are your future
challenges?
Please post your responses in the chat box
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Recent events and
drivers for change....
• Do the implementation of the Comprehensive Spending Review and the Government’s version of Browne create a new impetus for Technology Supported Learning?
• Is e-learning primarily about reducing the long term costs of mass education or is it about improving student experience or both?
• A key issue for the future will be transparency of student data. What is the best way of measuring student engagement with learning; and will publishing student ‘contact hours’ disincentivise e-learning developments?
• Will the anticipated growth in private providers force the existing universities to re-consider the role of technology in supporting learning?
From the
discussion
forum
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Web image acknowledgements
• Apple.com
• Cellnet.org
• Facebook.com
• Hubpages.com
• Listserve.com
• Martini.com
• Oldcomputers.net
• P Brennan
• P Chatterton
• PC museum.com
• Turningtechnologies.co.uk
• YouTube.com