Carpe diem_no1_9_2_2011
description
Transcript of Carpe diem_no1_9_2_2011
www.le.ac.uk
Achieving innovation for learning at Leicester
Dr Alejandro ArmelliniSenior Learning Designer
Beyond Distance Research AllianceUniversity of Leicester, UK
Objectives
• To share the key learning innovation challenges we face at Leicester
• To describe our implementation choices regarding curriculum design and delivery approaches: Carpe Diem & e-moderating
• To illustrate innovations and results• To identify lessons learned
• Introduction and context• Challenges• Capacity building– Curriculum design: Carpe Diem & e-tivities– Curriculum delivery: E-moderation
• Summary: approaches that work
Outline
Introduction and context
University of Leicester
www.le.ac.uk
Learning Innovation Challenges - students
• 21st-century competencies for employability• Equivalent experiences for on-campus,
distance and mixed-mode students• Full access anytime, anywhere• Flexibility & choice• Exceeding technological expectations
Challenges - tutors
• Efficiency & effectiveness: low- cost, high-value• Equal value to teaching and research• Enabling evidence-based teaching• Teaching innovation• Doing more with less
Challenges - institution
• Elite without elitism• Student centredness• Global reach• Optimising capabilities of staff• Evidence for acceptable, successful and
sustainable change processes
Our mantras• Research to practice• Innovation to mainstream• Low-cost, high-value learning technologies• Design for learning, e-moderate for
participation
…to inform, embed, disseminate and sustain change
Research to practice
Core, niche, peripheral and mainstream technologies
The Alliance, University of Leicester
• Paste a series of pictures (groups, house, zoo etc)
Beyond Distance Research Alliance
The Alliance…
• Is a research and innovation Unit• Generates evidence collaboratively -evidence
colleagues can relate to- through funded projects
• Promotes and disseminates evidence-based, incremental change and embedding
• Shapes and informs policy and strategy
www.le.ac.uk/beyonddistance
Two key, inter-related aspects
Knowledge-based, e.g. academic disciplines
Skills-based, procedural, e.g. mandatory training,
health & safety
Content is King: ‘dump stuff online and they’ll
learn’
Task and pathways-based for active engagement and
generation of learning outcomes
Fire awareness course
MSc in Finance
Design
Subj
ect
area
s
I put my content online, therefore my students do e-learning
Source: http://www.flickr.com/photos/bowena/
‘But they won’t engage!’
Design for learning
E-moderate for participation
Designing together: Carpe Diem
Source: http://www.flickr.com/photos/susanvg/
Seize the Day
Invest two days of your timeand get your course online
Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/
Carpe Diem 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 learning
Source: http://www.flickr.com/photos/kleinerkuchen/
Occupational Psychology podcasts
E-tivitiesAsynchronous online learning activities that:
Foster effective and purposeful interactions Provide ‘hinges’ and reflective points between course
components Contribute to the achievement of learning outcomes May contribute to assessment
Criminology: e-tivities in a distance MA programme
Politics & IR dissertation e-tivities
E-tivities are…
• Brief and clear (not ‘mini-projects’!)• Motivating, engaging, purposeful • Mappable against learning outcomes• Designed to generate meaningful interaction• Useful as an assessment scaffold• Designed and led by an e-moderator • Asynchronous• Cheap to produce and easy to run: good design
leads to easier e-moderation
Discussion boards…
Voice Boards
Politics & IR dissertation e-tivities: a wiki
Key features of e-tivities• Stimulus or challenge (the ‘spark’) • Online activity, which includes individual
participants posting a contribution to a forum, wiki, voice board, etc
• An interactive element, such as responding to the postings of others
• Summary, feedback or critique from an e-moderator (the ‘plenary’)
E-moderation & scaffolding
Source: http://www.flickr.com/photos/daquellamanera/
E-moderation
www.e-moderating.com
1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. Development
1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. DevelopmentLink, feed back, enhance, apply
Interact, build knowledge
Navigate, save time, personalise
Receive and send
Access
1. Access & motivation
2. Culture building
3. Co-operation
4. Collaboration
5. Development Guide
Facilitate, tie loose ends
Lead
Host
Welcome, reassure
Key e-moderating skillsSource: http://www.flickr.com/photos/gaylon/
Weaving
Summarising
Cost and impact
Source: www.le.ac.uk/duckling
Dissemination of evidence
Dissemination of evidencehttp://beyonddistance.wordpress.com/http://twitter.com/#!/BDMediaZoo
Source: http://www.flickr.com/photos/48830217@N04/
• Build capacity and capability with course teams Learning design (e.g. through Carpe Diem) and
delivery (e-moderation) Capitalise on and design for openness
• Evidence for change• Enable small-scale pilots to inform policy and
strategy incrementally: move from practice to policy
Summary: approaches that work (1)
Wordle of an edited book by veletsianos
• Constantly evaluate and update staff skills• Recognise, reward and celebrate innovative
practice• Work in teams, including learning technologists
and subject librarians• Encourage dipping toes in the water and support
those who, based on the evidence, take the plunge
Summary: approaches that work (2)
Wordle of an edited book by veletsianos
University of Leicester
www.le.ac.uk
Dr Alejandro [email protected]
February 2011
http://www.flickr.com/photos/wwworks/