PowerPoint Presentation
Neil MorrisDirector of Digital LearningProfessor of Educational
Technology, Innovation and Change, School of EducationUniversity of
Leeds
University of LeedsEmail: [email protected] Twitter:
@neilmorrisleeds, @unileedsonline
Digital technology and Higher Education: delivering benefits for
student education
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Interaction in this session
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Recording available afterwards (via BBTLC)
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Overview
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Global growth in Digital Learning262m students in Higher
Education by 2025 (up from 164m in 2009) OECDDemand for online
education growing faster than that of traditional education
(Google)Expected 13% growth in CPD online training, within
corporates (RolandBerger)24% growth in smart education and learning
market between 2015-2020 (Research and Markets)28% corporates
expected to use MOOCs for training by 2017(Towards
Maturity)Self-paced eLearning grew 55% in India 2010-2015 (Ambient
Insight)
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A mutually beneficial partnership to address the rapidly
changing demands of students, within a technology perspective, by
collaborating on jointly agreed projects from planning through to
execution
The Leeds Curriculum
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Opportunities provided by digital
technologyLearningFlexibilityInteractionCollaborationDigital
skillsEmployabilityGlobalisationAccessSharingInclusivenessEngagementMotivationEnjoyment
Digital Strategy for Student Education
Nm9
Edgar Dales Cone of Learning; CC-SA Learning and Teaching
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Institutional technology infrastructure landscapeIn-room
multimedia captureAt-desk / mobile media creationVirtual Learning
EnvironmentInteractive and collaborative tools
Flexible and technology enabled learning spaces Central Digital
Learning Team
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Campus-wide technology integrationOver 25,000 students viewing
contentOver 73% of all lectures recorded this yearBetween 100 300
recordings per dayOver 30,000 hours of recording in Year 1Almost 2
million viewsIncreased use of flipped learning
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Uses of video in educationImage CC by Jenko, FlickR
A need for change
Technology enabled active learning spaces
Online teachingTutorialsSupervisionOffice
hoursInterviewsResearch seminarsMeetingsOpen days
Harnessing mobile for flexibility and learning
Developing openness and flexibility at institutional level
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Developing students digital literaciesOnline moduleCredit
bearingInteractiveAssessed onlineDiscipline focusedResearch
based
NMThen RD19
Overview of the Studying in a Digital Age module
Click to open
https://mymedia.leeds.ac.uk/Mediasite/Presentation/bde2dea460ef45ee922bb4553fa6d45a1d
RD20
FutureLearn: a social learning platformOverall stats
190 countries60% female39% social23% complete3 million users81
partners
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Online learning pedagogies
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Creating open online course portfolios
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Collaborative and social online learning activities
Click on Video to play24
Schools MOOC programme
Target audience: International school students Portfolio: 15
short online courses (2 weeks), running monthlyEnrolments: Over
150,000 sign-ups
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Schools courses - interactivity
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Learning object re-use strategy
Blended Learning Essentials
Next run: 4th July 2016
Course 2: Blended Learning Essentials: Embedding Practice: 6th
June 2016
Who are MOOC completers?Older learners more likely to complete
our courses No gender differences in completing learners, but there
are course-level differencesExperienced online learners more likely
to complete our courses Better qualified learners more likely to
complete our courses Non working learners more likely to complete
our courses Morris et al., 2015
Participation and completion in MOOCs32% of participants on
MOOCs make at least ONE commentThose who are better educated and
have taken an online course before are more likely to make more
comments. Older learners, those who work part-time or not at all
are more likely to make at least one comment, and make more
comments. Those who make comments are more likely to complete more
of a MOOC Swinnerton & Morris, 2016 SubmittedCommenters post an
average of 6 comments per MOOC
And finally.
Maximising flexibility through online learningCampus-based
blended learningMOOCsCredit-bearing online coursesCampus-based,
hybrid or ODL programme
https://www.heacademy.ac.uk/sites/default/files/resources
npi_report.pdfFlexible learning
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The holy grail of digital assessment practicesElectronic
submissioneMarkingeFeedback and dialogueElectronic management of
assessmentCourseworkDigital examination or scanned exam
scripteMarkingeFeedback and dialogueElectronic management of
assessmentExaminationsSingle repository of all assignments and
feedbackStudent and staff facing personalised progress monitoring
dashboardTransformation of assessment practicesStudent flexibility
staff efficiency
The future of digital learning
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University of LeedsEmail: [email protected] Twitter:
@neilmorrisleeds
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