education estates armellini_11_nov2014
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Presentation for the Education Estates Conference, Manchester, 11 November 2014TRANSCRIPT
21st Century learning in higher education: seizing opportunities for change
11 November 2014To access: search Armellini on www.slideshare.net
@alejandroa
www.northampton.ac.uk/ilt
Aim
To outline Northampton’s directions and priorities in learning and teaching, particularly in relation to
Pedagogical change
Shaping preferred futures for learning
Assessment
Capacity building
Image by Bluekdesign on Flickr
A possible USP
Enabling ___________ learning experiences
for __________ and lasting social change, through ___________, research-informed teaching
_____________ the expectationsof all students in every mode of study.
A possible USP
Enabling transformational learning experiences for positive and lasting social change, through inspirational, research-informed teaching exceeding the expectations of all students in every mode of study.
10500
1500
500
2000
1000
500
Face-to-face students
Dual-mode students
Online students
Students taught byflying faculty
Work & practice-basedstudents
Other
2014
Present and future
Physical space at a premium
+ global competition for higher numbers of diverse and demanding students
+ need for flexibility in all modes of study, by students & staff
+ innovation as a driver for change
+ reputation of UK FE & HE
= critical need to change the way we go about our business
2020: a possible scenario for Northampton
6000
6000
6000
500
1000500
Face-to-face students
Dual-mode students
Online students
Students taught byflying faculty
Work & practice-basedstudents
Other
Year 1 Year 2 Year 3
Face to Face
Online
Work-based learning
Year 1 Year 2 Year 3
Three disruptive waves
a. Competition for students
b. Competition from cheaper alternatives
c. Competition from on- line deliveryThe Economist, 28 June 2014
A new model needed to add value to the on-campus experience with support for personalised
learning.
Need
To maximise the affordances of the learning spaces of the new campus (physical and virtual), to provide exciting, innovative, sustainable and effective experiences for 21st Century learners
Principles
Transformational learning experiences through inspirational teaching
Low cost, high value for our students and colleagues
Knowledge and learning and open, mobile, connected and scalable
Modes of study overlap:
‘blended’ = ‘campus & mobile’
Campus and mobile (1) (‘blended learning’)
Pre-session cognitive exposure
– multimedia resources
F2F session: analysis, discussion,
reflection & goal setting
Post-session online work: consolidation
& evaluation
Campus and mobile (2)
Pre-session cognitive
exposure –multimedia resources
?
F2F session: analysis,
discussion, reflection & goal setting
Post-session online work: consolidation & evaluation
Campus and mobile (3)
Pre-session cognitive
exposure –multimedia resources
Pre-session activation of schemata –
asynchronous online tasks
F2F session: analysis,
discussion, reflection & goal setting
Post-session online work: consolidation & evaluation
Campus and mobile (3)
Pre-session cognitive
exposure –multimedia resources
Pre-session activation of schemata –
asynchronous online tasks
F2F session: analysis,
discussion, reflection & goal setting
Post-session online work: consolidation & evaluation
Aligning assessment
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Start with the end in mind
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…and scale it up
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How scaled up: capacity building
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CAIeRO = Carpe Diem
Creating Aligned Interactive educational Resource Opportunities
Invest two days of your time
and get your course online
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Who: size & participants
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Why: to design a great course, fast
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Start End
Assessment
Learning Outcomes
Student-generated content resulting from the e-tivities
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Action plan
Summary: shaping the futures we want
Adapting to the challenging climate not good enough: take action, take risks, evaluate, refine
Pilot small but also pilot big
Build capacity, model, review, scale up
Think assessment for innovation
Engage others in the change, share ownership
Disseminate, invite feedback
Remember: students want ‘contact time’
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The resource is not the course.
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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.
[email protected]@alejandroa
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THANK YOU
To access: search Armellini on www.slideshare.net
Professor Alejandro Armellini www.northampton.ac.uk/ilt
[email protected] | @alejandroa11 November, 2014
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