Designing for effective online and blended learning in the 21st Century 4 November 2014 [email protected] @alejandroa www.northampton.ac.uk/ilt
Jun 11, 2015
Designing for effective online and blended learning in the 21st
Century 4 November 2014
[email protected]@alejandroa
www.northampton.ac.uk/ilt
Image b
y L
uc
Galo
ppin
on F
lickr
Aim To identify opportunities (in terms of
practice and policy) for effective online and blended learning towards the middle of the 21st Century
Image by Bluekdesign on Flickr
Bars we have been raising at Northampton
Excellence and innovation in 21st Century learning, teaching and assessment.
Transformational learning experiences through inspirational teaching.
Open practices. Exceeding the needs and expectations of all
students, regardless of mode of study. Staff CPD and recognition for innovation and
positive change… and many more
A possible USP for your institution
Enabling ___________ learning experiences
for __________ and lasting social change, through ___________, research-informed teaching
_____________ the expectationsof all students in every mode of study.
A possible USP…
Enabling transformational learning experiences for positive and lasting social change, through inspirational, research-informed teaching exceeding the expectations of all students in every mode of study.
Three disruptive waves
a. Competition for studentsb. Competition from cheaper alternativesc. Competition from on- line delivery
The Economist, 28 June 2014
Models needed to add value to the on- and off-campus experiences, with support
for personalised learning
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
2014
Present and future
Physical space at a premium + global competition for higher
numbers of diverse and demanding students
+ need for flexibility in all modes of study, by students & staff
+ innovation as a driver for change
+ reputation of UK FE & HE
= critical need to change the way we go about our business
2020: a possible scenario for Northampton
6000
6000
6000
500
1000500
Face-to-face studentsDual-mode studentsOnline studentsStudents taught by fly-ing facultyWork & practice-based studentsOther
Year 1 Year 2 Year 3
Face to Face
Online
Work-based learning
Year 1 Year 2 Year 3
Why push for change?
To provide exciting, transformational, sustainable and effective experiences for 21st Century learners, by maximising the affordances of or intellectual capital and learning spaces (physical and virtual)
Principles
Transformational learning experiences through inspirational teaching
Low cost, high value for our students and colleagues
Knowledge and learning and open, mobile, connected and scalable
Modes of study overlap: ‘blended’ = ‘campus & mobile’
UTS’s experienceLearning 2014
https://www.youtube.com/watch?v=rL0eFmac7mA
In terms of mode of study, what might your institution’s student population look like in 2020?
What do your students want today (above anything else) and what are they likely to ask for in 2020?
To answer:
http://tinyurl.com/LF-4Nov2014
Northampton’s preferred futures
Approach Implication Courses affected
Lecture-free zone No lectures delivered in f2f mode. All
Northampton Online: single malt
Complete redesign of courses for ‘pure’ online learning (including several ‘priority programmes’).
Selected PG & PT, a few UG
The Northampton Blend: campus and mobile
Redesign of courses for blended learning: (a) relevant material packaged as video
lectures and other digital content(b) some seminars moved online as
asynchronous discussions based on e-tivities
(c) a re-think of how we make productive use of f2f time
(d) A major conceptual shift by all staff.
All
Campus and mobile (1) (‘blended learning’)
Pre-session cognitive exposure
– multimedia resources
F2F session: analysis, discussion,
reflection & goal setting
Post-session online work: consolidation
& evaluation
Campus and mobile (2)
Pre-session cognitive
exposure – multimedia resources
?F2F session:
analysis, discussion, reflection & goal setting
Post-session online work: consolidation & evaluation
Campus and mobile (3)
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
Campus and mobile (3)
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
Pre-session cognitive exposure – multimedia
resources
TBL F2F session: iRA tRA facilitated discussion
consolidation + next steps
Campus and mobile (4): team-based learning
http://www.teambasedlearning.org/
Pre-session cognitive
exposure – multimedia resources
TBL F2F session: iRA tRA facilitated discussion
consolidation + next steps
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
How could you apply these ideas in staff development initiatives?
How might staff benefit from these ideas when designing courses and supporting their learners?
To answer:
http://tinyurl.com/LF-4Nov2014
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 Remember: the resource is not the course Engage others in the change, share ownership Disseminate, invite feedback Students will continue to request ‘contact
time’
THANK YOUProfessor Alejandro Armellini Director, Institute of Learning and Teaching in Higher Educationwww.northampton.ac.uk/ilt
[email protected] @alejandroa4 November, 2014
Image b
y T
opgold
on F
lickr