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Online and Open: strategic approaches to institutional practice
Professor Linda Creanor, Sheila MacNeill, Jim EmeryBlended Learning Team, GCU LEAD
Glasgow Caledonian [email protected]
@lcreanor
This work is licensed under a Creative Commons Attribution 4.0 International License.
ALT-C 2015, 8-10 September
Overview• Transformational change• The role of strategy and policy• So where does OPEN fit in?• Embedding in practice• Where now and where next?• Summary
Transformational change
Effecting transformational, cultural and attitudinal change takes time
and sustained effort (Garrison, 2011) Distributive Leadership,
which has been described as a distribution of power within the
sociocultural context of universities, provides a valuable model for
encouraging scholarship and innovation in learning and teaching.
(Creanor, 2014)Transformation is by nature a
difficult concept to measure. It implies change from a known state to one that can only be described at the level of principle.
(Gunn et al, 2014)
http://www.gcu.ac.uk/theuniversity/socialinnovation/
Inspirational approaches to learning, teaching and assessment which embrace innovation and the imaginative use of learning technologies
Enabling our people
Students as partners
Digital development
Student support systems
Campus developmen
t
University systems
Evidence base for
enhancement
Partnership &
collaboration
GCU Strategy for Learning (2015-20)
Enablers
www.gcu.ac.uk/gaq/strategyforlearning2015-2020/
Online Development
Aspirations & Goal Setting, supported by Bb Customer Success Team
Storyboarding & development of online activities
Peer Review & sharing designs/approaches/challenges
FOCUS
DESIGN
REVIEW
Monthly Cross-University Support Sessions
Methodology
The Design Process
How useful have OERs & OEPs been, or will be, in your learning & teaching activities?
Next year
Staff survey April 2015
Not at all useful
Slightly useful
moderately useful
very useful extremely useful
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
29%
13% 15%
28%
15%
38%
12%16%
19%
15%
OER OEP
Current year
Not at all useful
Slightly useful
moderately useful
very useful extremely useful
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
32%
16%26%
18%8%
42%
12%
31%
8%
7%
OER OEP
How confident are you in -
46%
15%
23%
9%7%
Creating & sharing OERs
Not very confidentSlightly confidentmoderately confidentVery confidentExtremely confident
Which of the following do you actually use in your modules?
Regularly Sometimes Occasionally Never0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
7%15%
48%
29%
31%
31%
13%
25%
Creating & sharing OERsEmbedding external content (e.g. Youtube, flickr, slideshare, twit -ter feeds)
Summary
A AwarenessInformal sessionsOur own practice
Social media
CCPDCreative
commonsCreating , sharing,
finding & using OERs
E ExamplesShared
examplesEncouraging colleagues
TIME
ReferencesBlackboard Coursesites www.coursesites.com/
BYOD4L open online event byod4learning.wordpress.com
‘Carpe Diem’ design model www.gillysalmon.com/carpe-diem.html ,
Creanor, L. (2014), Raising the profile: an institutional case study of embedding scholarship and innovation through distributive leadership, Innovations in Education and Teaching International 51 (6), 573-583, http://www.tandfonline.com/doi/pdf/10.1080/14703297.2013.796716
Garrison, D.R. (2011). E-Learning in the 21st Century. New York: Routledge
GCU Games On Case study bit.ly/1LKFvyB
GCU OER Policy bit.ly/1J4RZAK
Gunn, C., Creanor, L., Lent, N. Smyth, K. (2014), Representing Academic Development, in Journal of Perspectives in Applied Academic Practice, 2 (2), jpaap.napier.ac.uk/index.php/JPAAP/article/view/92
Hybrid learning model cetl.ulster.ac.uk/elearning/hlm.php
MacNeill, S. (2015) Blog post howsheilaseesit.wordpress.com/2015/03/25/using-trello-for-learning-design/
Trello Project Planning trello.com/
