21st Century learning in HE: seizing opportunities for change

21st Century learning in higher educa3on: seizing opportuni3es for change

[email protected] @alejandroa

www.northampton.ac.uk/ilt

Objec3ve

To inspire you to make one change to how you design assessment

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Three disrup3ve waves

a.  Compe33on for students b.  Compe33on from cheaper alterna3ves c.  Compe33on from on-‐line delivery

The Economist, 28 June 2014

Focus: adding value to on-‐ and off-‐campus experiences, and all experiences in between

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Principles

•  Transforma3onal learning experiences through inspira3onal teaching

•  Start with the end in mind: assessment •  Low cost, high value for students and colleagues •  Knowledge and learning and open, mobile, connected and scalable

•  Modes of study overlap: ‘blended’ = ‘campus & mobile’

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Campus and mobile (1)

Pre-‐session cogni3ve exposure

– mul3media resources

Pre-‐session ac3va3on of schemata – asynchronous online tasks

F2F seminar: discussion,

consolida3on, reflec3on & goal

se]ng

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Pre-‐session cogni3ve exposure – mul3media

resources

Team-‐based learning F2F session: iRA ➨ tRA ➨ facilitated discussion ➨

consolida3on + next steps

Campus and mobile (2)

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Aligning assessment Assess… my assessment tasks

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Equivalence (1) Tradi1onal Equivalent*

A 5,000-‐word assignment

§  An in-‐depth analysis of a White Paper or major

ins3tu3onal, sector or na3onal document

§  A ‘direc3ons and priori3es’ document or posi3on

statement, in a relevant area, for applica3on in the

par3cipant’s own place of work

§  A column or ar3cle for the THE or Educa3on Guardian

on a topic of contextual relevance to the par3cipant

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*In an appropriate formats

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Equivalence (2) Tradi1onal Equivalent*

A presenta3on

§  In-‐depth feedback provided on a colleague’s work,

with ac3on points for enhancement

§  Iden3fica3on of relevant Open Educa3onal Resources,

with a cri3que and ideas for reuse

§  An assessment rubric, complete with criteria, for this

module

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*In an appropriate formats

CAIeRO = Carpe Diem @ Northampton

Crea3ng Aligned Interac3ve educa3onal Resource Opportuni3es

NILE (our VLE, Bb) CLEO (another workshop) …

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Start with the end in mind

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Who: size & par3cipants

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When

Pre-‐CAIeRO mee3ng (1 hour)

Day 1

Valida3on, review or change of approval

Day 2

Follow-‐up (1/2 day or 1 day)

Ongoing support thru to delivery

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Why (1): to design a great course, fast

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Start End

Assessment

Learning Outcomes

Student-‐generated content resul3ng from the e-‐3vi3es

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Ac3on plan

Why (2): to model prac3ce

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What new: assessment

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How scaled up (1): capacity building

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How scaled up (2): mass CAIeROs?

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How rolled out: a CPD framework for staff

Changemaking @ Northampton – Development Opportuni3es

C@N-‐DO: a framework for enabling posi3ve change

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Introd

uc3o

n to C@N-‐DO & th

e UKP

SF – tw

o-‐ho

ur worksho

p

Minimum 12 months

Assessment for Associate Fellowship

D1

Minimum 2 years

Assessment for

Fellowship D2

FULL CAIeRO

Collabora3ve Learning Experiences Online

Assessment -‐ a tool for Learning

Suppor3ng Student Achievement

Peer Observa3on for Development

Reading Circles: exploring L&T Literature

HE Survival+


+ 1 from below Ap

plica3

on &

Extension with

in

Prac3ce

Applica3

on & Exten

sion with

in Prac3ce

Assessment for PGCAP

Minimum 1 year post-‐fellowship

Professional recogni3on & scholarship (part-‐APL-‐able with D2 via C@N-‐DO)

Research and enterprise into academic prac3ce

Minimum 3 years Impact & Influence

Assessment for Senior Fellowship

D3

+ selec3on from below based on needs

Becoming a C@N-‐DO mentor

Becoming a C@N-‐DO assessor

Becoming a C@N-‐DO facilitator

Applica3

on & Exten

sion with

in

Prac3ce

Interview: Needs analysis for CPD planning

Further recogni3on route

Qualifica3on route

Becoming a subject or programme leader

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Introd

uc3o

n to C@N-‐DO & th

e UKP

SF – tw

o-‐ho

ur worksho

p

Minimum 12 months


D1

Minimum 2 years

Assessment for

Fellowship D2

FULL CAIeRO






HE Survival+


+ 1 from below Ap

plica3

on &

Extension with

in

Prac3ce

Applica3

on & Exten

sion with

in Prac3ce







D3





Applica3

on & Exten

sion with

in

Prac3ce



Qualifica3on route


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Introd

uc3o

n to C@N-‐DO & th

e UKP

SF – tw

o-‐ho

ur worksho

p

Minimum 12 months


D1

Minimum 2 years

Assessment for

Fellowship D2

FULL CAIeRO






HE Survival+


+ 1 from below Ap

plica3

on &

Extension with

in

Prac3ce

Applica3

on & Exten

sion with

in Prac3ce







D3





Applica3

on & Exten

sion with

in

Prac3ce



Qualifica3on route


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Assessment – a tool for learning in C@N-‐DO

Minimum 2 years

Assessment for

Fellowship D2

FULL CAIeRO





Applica3

on & Exten

sion with

in Prac3ce

ASSESSMENT

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Why CAIeROs are mandatory: quality & consistency, in 3mes of drama3c change

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The resource is not the course.

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Summary: seizing the opportunity for change

•  On-‐campus & mobile: preparing students (and ourselves) for the middle of the 21st Century

•  Scale up: build capacity for a low-‐cost, high-‐value, quality experience

•  Seize the opportunity to innovate: start with the end in mind (assessment)

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Thank you [email protected]

@alejandroa

www.northampton.ac.uk/ilt

Reading

•  Gilly Salmon’s blog: hsp://www.gillysalmon.com/blog.html •  Armellini, A. & Nie, M. (2013). Open educa3onal prac3ces for curriculum enhancement. Open

Learning 28(1) 7-‐20. •  Rogerson-‐Revell, P., Nie, M. & Armellini, A. (2012) An evalua3on of the use of voice boards, e-‐book

readers and virtual worlds in a postgraduate distance learning Applied Linguis3cs and TESOL programme. Open Learning, 27(2), 103-‐119.

•  Nie, M., Armellini, A., Wishaus, G. & Barklamb, K. (2011). How do e-‐book readers enhance learning opportuni3es 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 podcas3ng in effec3ve curriculum renewal. ALT-‐J, Research in Learning Technology 18(2), 105-‐118.

•  Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-‐3vi3es. BriCsh Journal of EducaConal Technology 41(6), 922-‐935.

•  Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-‐learning design. ReflecCng EducaCon, 4(1), 17-‐29. Available from hsp://3nyurl.com/58q2lj

•  Salmon, G., Jones, S., & Armellini, A. (2008). Building ins3tu3onal capability in e-‐learning design. ALT-‐J, Research in Learning Technology, 16(2), 95-‐109.

•  Salmon, G. (2013). E-‐CviCes: The key to acCve online learning (2nd ed.). London and New York: Routledge.

•  Salmon, G. (2011). E-‐moderaCng: The key to teaching and learning online (3rd ed.). New York: Routledge.

[email protected] @alejandroa

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21st Century learning in HE: seizing opportunities for change

Education

assessment lowcost