PowerPoint Presentation

Neil MorrisDirector of Digital LearningProfessor of Educational Technology, Innovation and Change, School of EducationUniversity of Leeds

University of LeedsEmail: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds, @unileedsonline

Digital technology and Higher Education: delivering benefits for student education

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Interaction in this session

Twitter use the hashtag #BBtlc16 to post comments or ask questions

Padlet post your ideas on our collaborative online wall: (http://padlet.com/wall/esp6r1g70osz)

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

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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

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Overview of the Studying in a Digital Age module

Click to open https://mymedia.leeds.ac.uk/Mediasite/Presentation/bde2dea460ef45ee922bb4553fa6d45a1d

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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

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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: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds

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