SOLSTICE Conference 2015
Transforming lives, inspiring change
Professor Alejandro Armellini
University of Northampton
@alejandroa
4th & 5th June 2015
PLAN
1. Principles
2. Transforming lives, inspiring change
3. A strategic approach to QE in L&T
4. Making the VLE work for us
5. Alignment with the UKPSF
6. Innovation – really?
7. Viable futures for learning
@ALEJANDROA
2
PRINCIPLES
• Quality of teaching central to the quality of the student
experience
• Transformational learning experiences through
inspirational teaching
• Knowledge and learning and open, mobile, connected
and scalable
@ALEJANDROA
3
TRANSFORMING LIVES, INSPIRING CHANGE
@ALEJANDROA
4
@ALEJANDROA
5
@ALEJANDROA
6
Quality
enhancement
Responsive-reactive
Good
practice
based on
identified
needs &
evidence
Developmentalincremental
@ALEJANDROA
From niche to
mainstream
enhancement
Innovative
approaches
aligned with
organisational
culture and
needs
Innovative
ideas backed
up by
evidence of
need
Radicalinnovative
7
Pre-session
cognitive exposure –
multimedia
resources
@ALEJANDROA
F2F session:
analysis, discussion,
reflection & goal
setting
Post-session online
work: consolidation &
evaluation
8
Pre-session
cognitive
exposure –
multimedia
resources
@ALEJANDROA
?
F2F session:
analysis,
discussion,
reflection &
goal setting
Post-session
online work:
consolidation &
evaluation
9
Pre-session
cognitive
exposure –
multimedia
resources
@ALEJANDROA
Pre-session
activation of
schemata –
asynchronous
online tasks
F2F session:
analysis,
discussion,
reflection &
goal setting
Post-session
online work:
consolidation &
evaluation
10
ONLINE &
F2F
ONLINE & F2F
Digital
resources
Tasks for
sensemaking
Analysis,
discussion,
reflection &
goal setting
FACE TO FACE,
SMALL GROUPS
Consolidation
& action
planning
http://tinyurl.com/ILT-v11
@ALEJANDROA
12
VLE DESIGN BENCHMARKS
Level
@ALEJANDROA
Focus
Key features
13
VLE DESIGN BENCHMARKS
Level
Focus
Key features
Foundation
Delivery



@ALEJANDROA
Absolute minimum expected
Course information, handbook and guides
Learning materials
14
VLE DESIGN BENCHMARKS
Level
Focus
Key features
Foundation
Delivery



Intermediate
Participation
In addition to ‘Delivery’:
 Online participation designed into the course.
 Tasks provide meaningful formative scaffold.
 Online participation encouraged and moderated, but not
assessed.
Essential in all ‘blended’
courses
@ALEJANDROA
Absolute minimum expected
Course information, handbook and guides
Learning materials
15
VLE DESIGN BENCHMARKS
Level
Focus
Key features
Foundation
Delivery



Intermediate
Participation
In addition to ‘Delivery’:
 Online participation designed into the course.
 Tasks provide meaningful formative scaffold.
 Online participation encouraged and moderated, but not
assessed.
Collaboration
In addition to ‘Delivery’:
 Regular learner input designed into course & essential
throughout.
 Online tasks provide meaningful scaffold to formative and
summative assessment.
 Collaborative knowledge construction central to a productive
learning environment & part of assessment.
Essential in all ‘blended’
courses
Advanced
Essential in all fully
online courses
@ALEJANDROA
Absolute minimum expected
Course information, handbook and guides
Learning materials
16
VLE DESIGN BENCHMARKS
Level
Focus
Foundation
Delivery
Objective
COMPLIANCE (or REPOSITORY!)
Intermediate
Participation
ENGAGEMENT
Collaboration
ACTIVE LEARNING
Essential in all ‘blended’
courses
Advanced
Essential in all fully
online courses
@ALEJANDROA
17
Content dump vs learning pathway
Trawl through stuff vs use a scaffold
Hidden learning outcomes vs explicit alignment
Chaos vs structure
Push content vs engage
Upload vs design
Resource vs course
Deliver vs teach
@ALEJANDROA
27
…AND WHAT ABOUT THE UKPSF?
@ALEJANDROA
28
UKPSF DESCRIPTORS – CATEGORIES OF FELLOWSHIP
Associate Fellow
of the Academy
Fellow of the
Academy
Senior Fellow of
the Academy
Principal Fellow
of the Academy
Graduate Teaching
Assistants or Associate
Lecturers with limited
teaching role
Staff for whom teaching or
learning support is a
significant element of their
role
Staff with considerable
expertise in supporting high
quality student learning in
all dimensions of the
framework
Highly experienced,
sustained and effective
impact in relation to
institutional, national or
international L&T strategy
Learning support,
demonstrators or
technicians with some
teaching responsibilities.
Academic or Support staff
holding substantive
teaching & learning
responsibilities
Experienced staff
demonstrating sustained
impact & influence on the
L&T practice of others over
a number of years
Wide-ranging strategic
leadership and
policymaking
responsibilities in
connection with key aspects
of L&T
Career researchers or staff
experienced in professional
areas with some teaching
responsibilities.
Experienced professionals
with substantive teaching &
learning responsibilities e.g.
within workplace settings
Significant experience
leading, managing,
programmes, mentoring,
departmental, school or
university L&T
responsibilities
Strategic impact and
influence in relation to L&T
that extends beyond their
own institution.
Senior Fellow
Fellow
Peer Review
Mentoring
Scholarship
Associate
Fellow
Practical
Courses
(‘New
Teacher’)
Practical courses:
(new and existing
staff), aligned
with UKPSF
< Level 7
Development in:
Mentoring,
Leadership,
Policy, Research
Supervision, etc
(new and existing
staff), aligned
with UKPSF
EdD
modules
Level 7
Level 8
< Level 7
Qualifications
Level 7
PGCAP
60 credits
Level 8
EdD
Changemaking @ Northampton – Development Opportunities
C@N-DO: a framework for enabling positive change
+ 1 from below
Minimum 3 years Impact & Influence
+ selection from below based on needs
Assessment
for Associate
Fellowship
D1
Becoming a C@N-DO
mentor
Becoming a C@N-DO
facilitator
Becoming a C@N-DO
assessor
Interview: Needs analysis for CPD
planning
Becoming a subject or
programme leader
Application & Extension within
Practice
Peer Observation for
Development
Assessment
for Senior
Fellowship
D3
Minimum 2 years
FULL CAIeRO
Assessment - a tool for
Learning
Supporting Student
Achievement
Peer Observation for
Development
Collaborative Learning
Experiences Online
Application & Extension within Practice
Introduction to C@N-DO & the UKPSF – two-hour workshop
HE Survival+
Application & Extension
within Practice
Minimum 12 months
Further recognition route
Assessment
for
Fellowship
D2
Minimum 1 year post-fellowship
C@N-DO submission for D2
+ 1000 words at L7
L&T Development Project
Qualification route
Reading Circles exploring
L&T Literature
Assessment
for PGCAP
PEDAGOGIC INNOVATION
“Adapting to characteristics of students and responding
to their development is an inherent aspect of pedagogy.
[…] These adaptations can be considered innovations if
are based [sic] on a new idea and when they have the
potential to improve student learning, or when they are
linked with other outcomes […]”
(Vieluf, Kaplan, Klieeme & Bayer, 2012)
@ALEJANDROA
35
PEDAGOGIC INNOVATION
“What is an innovation in one education system may be
well-established practice in another; what is appreciated
as an improvement may be rejected elsewhere.”
(Vieluf et al., 2012)
@ALEJANDROA
36
OLD WINE IN NEW BOTTLES?
Old wine
New bottles
Learners generate content as homework,
which is used creatively in the following
seminar
Flipped classroom
Course in a (digital) box
xMOOC
Talk to your classmates
Social learning
Learners bring their books and pencil cases
(among many other technologies)
Bring your own device (BYOD)
Loops of personalised assessment for learning
& feedback
Dynamic assessment
Study on the bus or train, on campus or at
home
Mobile learning
Teaching methods
Pedagogies
@ALEJANDROA
37
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, scale up
• Think assessment for innovation
• Engage others in the change, share ownership
• Disseminate, encourage feedback
• Remember: students want ‘contact time’
@ALEJANDROA
38
AN OPPORTUNITY FOR ENHANCEMENT
Requirements from professional and accreditation bodies can
be accommodated, and normally improved, within a blended,
learner-centred mode of study
@ALEJANDROA
39
VIABLE AND PREFERRED FUTURES FOR LEARNING
An opinion
• We can imagine, but not forecast future scenarios for learning
A hunch
• There is far less pedagogic innovation than meets the eye
A wish
• Teaching, in any mode of study, will be conducted with
expertise, commitment and passion, and with a focus on
benefiting our students and their communities
@ALEJANDROA
40
READING
•
Gilly Salmon’s blog: http://www.gillysalmon.com/blog.html
•
Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28(1) 7-20.
•
Rogerson-Revell, P., Nie, M. & Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a
postgraduate distance learning Applied Linguistics and TESOL programme. Open Learning, 27(2), 103-119.
•
Nie, M., Armellini, A., Witthaus, G. & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based
learners? ALT-J, Research in Learning Technology, 19(1), 19-38.
•
Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010). The role of podcasting in effective curriculum renewal. ALTJ, Research in Learning Technology 18(2), 105-118.
•
Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e -tivities. British Journal of Educational Technology 41(6), 922935.
•
Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4(1), 17-29.
Available from http://tinyurl.com/58q2lj
•
Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e -learning design. ALT-J, Research in Learning Technology,
16(2), 95-109.
•
Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge.
•
Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge.
•
Vieluf, S., Kaplan, D., Klieeme, E. & Bayer, S. (2012). Teaching Practices and Pedagogical Innovation:
Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en
@ALEJANDROA
Ale.Armellini@northampton.ac.uk
41
THANK
YOU
To access: search ARMELLINI on Slideshare.net
Professor Alejandro Armellini
5 June 2015
Ale.Armellini@northampton.ac.uk |
@alejandroa