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Transforming lives, inspiring change
Prof A Armellini | @alejandroa | [email protected], Institute of Learning & Teaching in Higher Education
University of Northampton27 May 2015
Plan
1. Principles2. Transforming lives, inspiring change3. A strategic approach to QE in L&T4. Making the VLE work for us5. Building capacity for change6. Alignment with the UKPSF7. Innovation – really?8. Viable futures for learning 2
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Principles
• Quality of teaching central to the quality of the student experience
• Transformational learning experiences through inspirational teaching
• Knowledge and learning and open, mobile, connected and scalable
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Transforming lives, inspiring change
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Responsive-reactive
Radical-innovative
Developmental-incremental
Good practice based on identified needs & evidence
Innovative ideas
backed up by evidence
of needFrom niche to mainstream
enhancement
Innovative approaches aligned with
organisational culture and
needs
Quality enhancement
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Pre-session cognitive exposure
– multimedia resources
F2F session: analysis, discussion,
reflection & goal setting
Post-session online work: consolidation
& evaluation
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Pre-session cognitive
exposure – multimedia resources
?F2F session:
analysis, discussion, reflection & goal setting
Post-session online work: consolidation & evaluation
9
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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
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Digital resources
Tasks for sense-making
Analysis, discussion, reflection & goal setting
Consolidation & action planning
ONLINE & F2F ONLINE & F2F
FACE TO FACE, SMALL GROUPS
VLE design benchmarksLevel Focus Key features
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VLE design benchmarksLevel Focus Key features
Foundation Delivery Absolute minimum expected Course information, handbook and guides Learning materials
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VLE design benchmarksLevel Focus Key features
Foundation Delivery Absolute minimum expected Course information, handbook and guides Learning materials
Intermediate
Essential in all ‘blended’ courses
Participation In addition to ‘Delivery’: Online participation designed into the course. Tasks provide meaningful formative scaffold. Online participation encouraged and moderated, but not
assessed.
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VLE design benchmarksLevel Focus Key features
Foundation Delivery Absolute minimum expected Course information, handbook and guides Learning materials
Intermediate
Essential in all ‘blended’ courses
Participation In addition to ‘Delivery’: Online participation designed into the course. Tasks provide meaningful formative scaffold. Online participation encouraged and moderated, but not
assessed.
Advanced
Essential in all fully online courses
Collaboration In addition to ‘Delivery’: Regular learner input designed into course & essential
throughout. Online tasks provide meaningful scaffold to formative and
summative assessment. Collaborative knowledge construction central to a productive
learning environment & part of assessment.16
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VLE design benchmarks
Level Focus Objective
Foundation DeliveryCOMPLIANCE (or REPOSITORY!)
Intermediate
Essential in all ‘blended’ courses
Participation ENGAGEMENT
Advanced
Essential in all fully online courses
Collaboration ACTIVE LEARNING
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CAIeRO = Carpe Diem @ Northampton
Creating Aligned Interactive educational Resource Opportunities
Design for effective online and blended learning: A two-day intensive workshop
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CAIeRO
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blueprint
storyboard
prototype
check reality
review
Plan + action
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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
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The resource is not the course
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Content dump vs learning pathwayTrawl through stuff vs use a scaffoldHidden learning outcomes vs explicit alignmentChaos vs structurePush content vs engageUpload vs designResource vs courseDeliver vs teach
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27
…so where’s the UKPSF?
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UKPSF Descriptors – categories of Fellowship
Associate Fellow of the Academy
Graduate Teaching Assistants or Associate Lecturers with limited
teaching role
Learning support, demonstrators or
technicians with some teaching responsibilities.
Career researchers or staff experienced in professional areas with some teaching
responsibilities.
Fellow of the Academy
Staff for whom teaching or learning support is a
significant element of their role
Academic or Support staff holding substantive teaching & learning
responsibilities
Experienced professionals with substantive teaching & learning responsibilities e.g. within workplace settings
Senior Fellow of the Academy
Staff with considerable expertise in supporting high quality student learning in
all dimensions of the framework
Experienced staff demonstrating sustained
impact & influence on the L&T practice of others over
a number of years
Significant experience leading, managing,
programmes, mentoring, departmental, school or
university L&T responsibilities
Principal Fellow of the Academy
Highly experienced, sustained and effective
impact in relation to institutional, national or
international L&T strategy
Wide-ranging strategic leadership and policymaking
responsibilities in connection with key
aspects of L&T
Strategic impact and influence in relation to L&T that extends beyond their
own institution.
UKPSF Dimensions of Practice
Areas of Activity
Professional Values
Core Knowledge
Reflecting a national developmentSe
para
te P
roce
sses
for
Prof
essi
onal
Rec
ogni
tion
Direct Application to HEA
PGCAP
Accredited CPD Schemes
Practical Courses
(‘New Teacher’)
< Level 7
EdD modules
Level 8
Associate Fellow
Senior Fellow
EdD
Peer ReviewMentoring
Scholarship
Level 8
Practical courses: (new and existing
staff), aligned with UKPSF
< Level 7
Fellow
PGCAP60 credits
Level 7
HEA recognition
Qualifications
Development in:
Mentoring, Leadership,
Policy, Research Supervision, etc
(new and existing staff), aligned with
UKPSF
Level 7
Intr
oduc
tion
to C
@N
-DO
& th
e U
KPSF
– tw
o-ho
ur w
orks
hop
Minimum 12 months
Assessment for Associate
Fellowship D1
Minimum 2 years
Assessment for
Fellowship D2
FULL CAIeRO
Collaborative Learning Experiences Online
Assessment - a tool for Learning
Supporting Student Achievement
Peer Observation for Development
Reading Circles exploring L&T Literature
HE Survival+
Peer Observation for Development
+ 1 from belowAp
plic
ation
&
Exte
nsio
n w
ithin
Pr
actic
eAp
plic
ation
& E
xten
sion
with
in P
racti
ce
Assessment for PGCAP
Minimum 1 year post-fellowship
C@N-DO submission for D2 + 1000 words at L7
L&T Development Project
Minimum 3 years Impact & Influence
Assessment for Senior Fellowship
D3
+ selection from below based on needs
Becoming a C@N-DO mentor
Becoming a C@N-DO assessor
Becoming a C@N-DO facilitator
Appl
icati
on &
Ext
ensi
on w
ithin
Pr
actic
e
Changemaking @ Northampton – Development OpportunitiesC@N-DO: a framework for enabling positive change
Interview: Needs analysis for CPD planning
Further recognition route
Qualification route
Becoming a subject or programme leader
Is teaching or learning support a significant element
of your role?
Which Descriptor is appropriate for you?
No
Do you have at least 1 year HE teaching /support experience ?Associate
Fellowship D1
Is L&T Mentoring & Leadership a significant element of your role?
No
Yes
Yes
Do you have at least 2years FTE teaching / support experience?
Fellowship D2
Are you able to demonstrate sustained impact & influence on L&T practice over a period of 3
years+ ?
Senior Fellowship D3
Which Route is appropriate for you?
No
Yes Direct Submission to C@N-DO for D1
C@N-DO participation, leading toC@N-DO submission for D1
Yes
No
Direct submission to C@N-DO for D2
C@N-DO participation, leading toC@N-DO submission for D2
Yes
No
Direct submission to C@N-DO for D3
C@N-DO participation, leading toC@N-DO submission for D3
Which category of Fellowship is appropriate for you, and how can you obtain recognition?
Have you already successfully completed Module 1 of the UoN PGCTHE?
Yes Claim Associate Fellowship from HEA
How?
Have you already successfully completed both modules of the (old) UoN PGCTHE?
How?
How?
Claim Fellowship from HEAYes
Have you already successfully completed Module 1 of the (old) UoN PGCTHE?
C@N-DO participation top-up leading to C@N-DO submission for D2
Yes
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Pedagogic innovation
“Adapting to characteristics of students and responding to their development is an inherent aspect of pedagogy. […] These adaptations can be considered innovations if are based [sic] on a new idea and when they have the potential to improve student learning, or when they are linked with other outcomes […]”
(Vieluf, Kaplan, Klieeme & Bayer, 2012)35
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Pedagogic innovation
“What is an innovation in one education system may be well-established practice in another; what is appreciated as an improvement may be rejected elsewhere.”
(Vieluf et al., 2012)
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Old wine in new bottles?Old wine
Learners generate content as homework, which is used creatively in the following seminarCourse in a (digital) box
Talk to your classmates
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New bottles
Flipped classroom
xMOOC
Social learning
Learners bring their books and pencil cases (among many other technologies)Loops of personalised assessment for learning & feedbackStudy on the bus or train, on campus or at homeTeaching methods
Bring your own device (BYOD)
Dynamic assessment
Mobile learning
Pedagogies
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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, encourage feedback• Remember: students want ‘contact time’
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An opportunity for enhancementRequirements from professional and accreditation bodies can be accommodated, and normally improved, within a blended, learner-centred mode of study
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Viable and preferred futures for learning
An opinion• We can imagine, but not forecast future scenarios for
learning
A hunch• There is far less pedagogic innovation than meets the
eye
A wish• Teaching, in any mode of study, will be conducted with
expertise, commitment and passion, and with a focus on benefiting our students and their communities
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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.• Vieluf, S., Kaplan, D., Klieeme, E. & Bayer, S. (2012). Teaching Practices and Pedagogical Innovation:
Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en 41
[email protected]@alejandroa
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Thank youTo access: search ARMELLINI on Slideshare.net
Professor Alejandro Armellini27 May 2015
[email protected] | @alejandroa
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