Professor A Armellini's presentation - Northampton 2020

1. School of Social Sciences
Development day
Prof Alejandro Armellini
9 September 2013

2. Structure
• Part 1: Northampton’s strategic commitment to
learning and teaching
• Part 2: Northampton 2020
• Part 3: Discussion

3. Strategic commitment to scaling up:
• Online and blended provision
• CPD and accreditation: formal staff development
opportunities for all
• Openness (Open Northampton)
3

4. The L&T Plan
• Intellectual capital
• Student experience
• Enhancement and innovation in L&T
4

5. 5
TheL&TPlan

6. Needs
How can I develop a course that meets students’ needs?
I want to be a better teacher
I need to develop my skills for online and distance learning – Help!
I need to improve student retention. How can I help my students?
Why waste time on writing feedback? Students don’t read it!
My teaching is in a rut – What new ideas could make it more exciting?
I need to get professional recognition as a HE Teacher – what do I do?
I would like to gain academic credit for this training – is this possible?

8. Practical
Courses
(‘New
Teacher’)
< Level
7
EdD
modules
Level 8
Associate
Fellow
Senior
Fellow
20 Credits EdD
Peer Review
Mentoring
Scholarship
Level 7 Level 8
Practical
Interventions:
Excellence
and
innovation in
L&T
(new and
existing staff)
< Level 7
Fellow
PGCTHE
60 credits
Level 7
Qualifications
Evidence

9. Principles
• Low cost, high value
• Sustainable: design once, deliver many times
• Forward-looking: alignment, assessment for
learning, rapid feedback
• Aligned with social enterprise and
entrepreneurship
9

10. NILE design targets
Level Focus Key features
Foundation Delivery
 Absolute minimum expected
 Course information, handbook and guides
 Learning materials
Intermediate
Essential in all blended
courses
Participation
In addition to ‘Delivery’:
 Online participation designed into the course.
 Tasks provide meaningful formative scaffold.
 Online participation encouraged and moderated, but not essential to
achieve learning outcomes.
Advanced
Essential in all online
courses
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.
10

11. 11
A five-minute task!
With a neighbour, think of a course or instance within a course
(as a participant or tutor), where online learning…
a. really worked
b. was a disaster
Think of the reasons in each case.
MI-064-0295 by Dave Muckey
successful business woman on a laptop by Search
Engine People Blog

13. 13
Delivery
Good
Bad
Bad Good
Design

14. 14
Delivery
Good
Bad
Bad Good
Design

15. 15
Delivery
Good RECOVERY
Bad
Bad Good
Design

16. 16
Delivery
Good RECOVERY
Bad WHAT A WASTE!
Bad Good
Design

17. Effective course design…
• Is team-based
• Focuses on the different types of interaction
• Is not obsessed with content
• Offers low cost but high value
• Requires digital literacy skills
• Must be innovative, participative and fun
17

18. Designing together: CAIeRO
Source: http://www.flickr.com/photos/susanvg/
Creating Aligned, Interactive
educational Resource
Opportunities (CAIeRO)

19. Seize the Day
Invest two days of your time
and get your course online
Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/

20. CAIeRO 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 flexible,
student-centred learning

21. CAIeRO deliverables
• Blueprint for the course
• Storyboard
• Running e-tivities (peer-reviewed and reality-
checked)
• Model for further development
• Action plan
21
www.le.ac.uk/carpediem

25. CAIeRO (Carpe Diem) and e-tivities: 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. ALT-J, 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), 922-935.
• 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.

26. Associate Prof Development Scheme
Purpose: to provide a supported development
pathway for academic staff to gain a full professorial
role and title

27. Open Northampton
Aim
To put Northampton on the global OER-OEP map
within 24 months.
(Dr Ming Nie’s session)
27

29. Northampton 2020: the learning and
teaching landscape
Composition and demographics of the student
population

30. 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
2013

31. 2020
6000
6000
6000
500
1000
500
Face-to-face students
Dual-mode students
Online students
Students taught by flying
faculty
Work & practice-based
students
Other

32. Shift to…
• Appropriate ‘blends’
• Openness
• Flexibility
• Mobility
Knowledge and learning as open, mobile,
connected and scalable
32

33. What will change with Waterside?
• Less physical space
+ global competition for diverse and
demanding students
+ innovation
= critical need to change the way we go about
our business

34. Prof A Armellini,
9 Sept 2013