Neil Morris
Director of Digital Learning
Professor of Educational Technology, Innovation and Change, School of
Education
University of Leeds
Content and images © University of Leeds
Email: [email protected]
Twitter: @neilmorrisleeds, @unileedsonline
Digital technology and Higher Education: delivering benefits for student education
Learning and Teaching
“Tell me and I forget, teach me and I
may remember, involve me and I learn.”
Benjamin Franklin
N=1363 (Nov 2012; Middleton and Caperon, 2013)
50% use a mobile device
frequently for research or assignments
23% use a mobile device
frequently to read e-books
86% own a smartphone
97%own a laptop.
20% own a tablet device
35% are planning to purchase a
tablet device for academic and social
reasons
70% likely to use a mobile
device to read articles or books online
87% use a mobile device
frequently to use a search engine
University of Leeds students’ use of mobile devices
“Revolutionary, this has
changed the way I approach
a class, I feel totally prepared
as, I get the lecture slides
without having to print them,
take notes , record, reference
and if necessary look things
up, all in the palm of my
hand... WOW”
© University of Leeds
© University of Leeds
Over 3 ½ hours per day using
device for studying
Significant in use of literature
search tools, Wikis, Podcasts
Significant in use of printed
learning resources
80% thought the iPad was a useful tool
for studyingMorris et al. (2012) Advances in Physiology
Education 36: 97-107
78% found tablet device in class
beneficial to learning (3 years)
79% found using tablet devices in class
enjoyable (3 years)
Morris et al (2015)
83% found tablet devices easy to
use (3 years)
University strategies for
Digital Learning
Digital strategy for Student Education
Blended Learning Strategy
Policy on Audio and Video Recordings for
Educational Purposes
MOOC vision and strategy
Open Educational Resources policy
Blended learning strategy
Face to face
classes
Learning resources
Eventcapture
Interaction collaboration
Social media channels
Mobile devices
Online assessment
Research-based
learning
Resource production
In-room capture Scheduled
Ad-hoc
At-desk media
creation (Audio,
video, screen
capture)
Mobile capture (Audio, video)
Online
communication
and
collaboration
Online learning
systems
Digital Learning
Team
Capturing video for education
• Ubiquitous capture
• Seamless and
automated capture
• Controlled publication
• Widespread delivery
• Multimodal playback
• Wide variety of
applications
“The new Lecture-Capture system is
BRILLIANT. Cheers, guys.” Student
Digital learning channel portfolio
Only available to Registered Students Available to all learners
Online Courses
Individual Learning Objects
Learning Objects complementing face-to-face provision (Blended Learning)
Pedagogy of Futurelearn
Based on Laurillard’s Conversational Framework:
“a continuing iterative dialogue between teacher and student,
which reveals the participants’ conceptions and the variations
between them… There is no escape from the need for
dialogue, no room for mere telling, nor for practice without
description, nor for experimentation without reflection, nor for
student action without feedback”. (Laurillard, 2002)
Staff perspectives on blended learning and MOOCs. N=267 responses, Summer 2013, © University of Leeds)
82% agreed that
MOOCs offer opportunities for
flexible learning
69% agreed that
MOOCs increase access
to Higher Education
140 academics would
like to develop a MOOC in
next 1-2 years
64% agreed that
developing a MOOC would
enhance their digital literacy
skills
57% agreed that face-to-
face learning in combination with
MOOCs was an effective learning
model
70% agreed they
would recommend
MOOCs to their students
Social constructivist
ParticipatoryActive
learning
Research-based
Teacher- and participant-
focused
Digital literacy support
Multi-format content
Accessible content
Social
Our MOOC pedagogy
Futurelearn MOOC portfolio
FREE ONLIN
E COURSE
Sign up at
futurel
earn
.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy: the human abdomen’
http://futurelearn.comCourse starts on 10 February 2014For 3 weeks, 4 hours per week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body? This course is for you.
https://www.futurelearn.com/courses/anatomy
Innovation: Learner aspirations
Interact with other people
Prepare for future studies
Supplement existing studies
*Based on data from pre-course survey (n=1975)
Who are MOOC completers?
Older learners more
likely to complete our courses
No gender differences in completing
learners, but there are course-level differences
Experiencedonline 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
MOOCs on campus
FREE ONLIN
E COURSE
Sign up at
futurel
earn
.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy: the human abdomen’
http://futurelearn.comCourse starts on 10 February 2014For 3 weeks, 4 hours per week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body? This course is for you.
https://www.futurelearn.com/courses/anatomy
MOOC content embedded
into module and
programmes
New MOOC style blended
modules created
MOOC content used to
create new distance
learning programmes
Studying in a Digital Age
module
Digital skillsDigital
scholarship
Digital practice
Digital presence
Online
module
Credit
bearing
Interactive
Assessed
online
Discipline
focused
Research
based
Harnessing mobile for
flexibility
UniLeeds app (over 5 million
views)
• Student information
• Attendance monitoring
• Mobile voting
• Module evaluation
At-desk recording
REC
Open desktop software and press record. Screen, audio and video captured.Automatic upload to system for review, edit and approve.
Make available tocolleague, VLE or public.
Problem-solving
Discussion
Creativity
Conceptual
understanding
Active learning
Towards a Flipped Learning
vision
Content and images © University of Leeds
Email: [email protected]
Twitter: @neilmorrisleeds, @unileedsonline
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