School of Social Sciences Development day

Prof Alejandro Armellini 9 September 2013

Structure

• Part 1: Northampton’s strategic commitment to

learning and teaching

• Part 2: Northampton 2020

• Part 3: Discussion

Strategic commitment to scaling up:

• Online and blended provision

• CPD and accreditation: formal staff development

opportunities for all

• Openness (Open Northampton)

3

The L&T Plan

• Intellectual capital

• Student experience

• Enhancement and innovation in L&T

4

5

Th

e L

&T

Pla

n

Needs

How can I develop a course that meets students’ needs?

I want to be a better teacher

I need to develop my skills for online and distance learning – Help!

I need to improve student retention. How can I help my students?

Why waste time on writing feedback? Students don’t read it!

My teaching is in a rut – What new ideas could make it more exciting?

I need to get professional recognition as a HE Teacher – what do I do?

I would like to gain academic credit for this training – is this possible?

Practical

Courses (‘New

Teacher’)

< Level

7

EdD

modules

Level 8

Associate

Fellow

Senior

Fellow

20 Credits EdD

Peer Review

Mentoring

Scholarship

Level 7 Level 8

Practical

Interventions:

Excellence

and

innovation in

L&T

(new and

existing staff)

< Level 7

Fellow

PGCTHE

60 credits

Level 7

Qualifications

Evidence

Principles

• Low cost, high value

• Sustainable: design once, deliver many times

• Forward-looking: alignment, assessment for

learning, rapid feedback

• Aligned with social enterprise and

entrepreneurship

9

NILE design targets

Level 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 essential to

achieve learning outcomes.

Advanced

Essential in all 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.

10

11

A five-minute task!

With a neighbour, think of a course or instance within a course (as a participant or tutor), where online learning…

a. really worked

b. was a disaster

Think of the reasons in each case.

MI-064-0295 by Dave Muckey

successful business woman on a laptop by Search Engine People Blog

13

Delivery

Good

Bad

Bad Good

Design

14

Delivery

Good

Bad

Bad Good

Design

15

Delivery

Good

RECOVERY

Bad

Bad Good

Design

16

Delivery

Good

RECOVERY

Bad

WHAT A WASTE!

Bad Good

Design

Effective course design…

• Is team-based

• Focuses on the different types of interaction

• Is not obsessed with content

• Offers low cost but high value

• Requires digital literacy skills

• Must be innovative, participative and fun

17

Designing together: CAIeRO

Source: http://www.flickr.com/photos/susanvg/

Creating Aligned, Interactive

educational Resource

Opportunities (CAIeRO)

Seize the Day

Invest two days of your time

and get your course online

Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/

CAIeRO 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?’

Focus: designing for flexible, student-centred learning

CAIeRO deliverables

• Blueprint for the course

• Storyboard

• Running e-tivities (peer-reviewed and reality-checked)

• Model for further development

• Action plan

21 www.le.ac.uk/carpediem

CAIeRO (Carpe Diem) and e-tivities: 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.

Associate Prof Development Scheme

Purpose: to provide a supported development

pathway for academic staff to gain a full professorial

role and title

Open Northampton Aim

To put Northampton on the global OER-OEP map

within 24 months.

(Dr Ming Nie’s session)

27

Northampton 2020: the learning and

teaching landscape

Composition and demographics of the student

population

10500

1500

500

2000

1000

500

Face-to-face students

Dual-mode students

Online students

Students taught by flying

faculty

Work & practice-based

students

Other

2013

2020

6000

6000

6000

500

1000 500

Face-to-face students

Dual-mode students

Online students

Students taught by flying

faculty

Work & practice-based

students

Other

Shift to…

• Appropriate ‘blends’

• Openness

• Flexibility

• Mobility

Knowledge and learning as open, mobile,

connected and scalable

32

What will change with Waterside?

• Less physical space

+ global competition for diverse and

demanding students

+ innovation

= critical need to change the way we go about

our business

Prof A Armellini,

9 Sept 2013