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Findings from the JISC Curriculum Design Programme
Prof. Stephen Brown (De Montfort University; CDE Visiting Fellow)
Research question: How can Universities achieve large-scale and
lasting curriculum design change?

Findings
•

•

•

Conclusions

Pervasiveness: everything is
connected, so widespread
stakeholder engagement is
required to achieve change
Feral systems: people develop
alternatives to official systems
they disagree with, so involving
stakeholders actively in designing
solutions is necessary
Time: engaging stakeholders
effectively can disrupt schedules
and budgets

•
•
•
•
•

Change isn‟t about new
processes, its about culture and
people
Large scale lasting change
happens when stakeholders feel
they own it
Top-down change doesn‟t
work, because it is not engaging
Bottom- up change doesn‟t work
because it doesn‟t scale
Real change is risky because you
have to cede control to
stakeholders

http://www.researchinlearningtechnology.net/index.php/rlt/article/view/22316

Centre for Distance Education Research and Innovation in Distance Education and eLearning 2013

STYLIANOS
HATZIPANAGOS
Centre for Technology Enhanced Learning
King’s College London
CDE Fellow


Stylianos‟ research directions
• Redefining institutional barriers to embed technologies
to support student learning: the case of Open
Educational Resources (OERs).
• Making assessment central to student learning: student
centredness, the primary beneficiary of assessment
should be the student.
• Digital literacies as a language of participation in
education: how to develop and embed.
• Emergent technologies can support learners better
than previous generations of learning
technologies, where institutional barriers undermined
any initiatives for embedding formal and informal
learning: social media as an exemplar of this.


Research activities
• TRA award to explore OERs in academic
practice
• CDE fellowship activity to investigate open
access and OER adoption in UoLIP
• Support Centre for Open Resources in
Education (SCORE) Fellowship
• JISC OMTETRA project
• HEA assessment and feedback seminars


OERs in academic practice
• Librarians seem to take the
lead in the OER campaign.
• Practitioners not familiar with
OER: strong academic
development aspect of any
engagement activity
• Searchability/discoverability
still an overall issue.
• Disciplinarity: a complex
landscape.

http://www.flickr.com/photos/everton137/7027227731/sizes/m/in/photostream/

OER & assessment
Assessment in the context of OER is the process of evaluating
knowledge, skills and competencies gained through learning with
OER.
Research in OER has highlighted the relatively common absence of
both formal and informal assessment practices, either formative or
summative.
Increase in non-formal and informal learning can enhance the
demand for assessment and recognition of competences gained
outside formal learning settings (Yuan et al 2008).


Some findings…
• OER e-assessment not substantially different from
proprietary settings, but they can „sabotage‟ didactic nature
of transmissive OERs.
• Self assessment a prominent feature in e-assessment
OERs; but how do we know the „loop is closed‟?

• Stand alone activities constrain dialogue and
feedback.
• Some innovation charted/described in
pdf/word documents but it is not traditionally
e-assessment.


Digital literacies

Building ICT competences to improve the
quality of life of older people.
Two European projects:


Hatzipanagos & Warburton 2009

Warburton & Hatzipanagos 2013


If you have any comments or
feedback or would like to
find more:
Email Stylianos at:
s.hatzipanagos@kcl.ac.uk


Student
Ambassadors
for Digital
Literacy
Project manager:
Dr Jane Secker


The SADL project
• Inspired, in
part, by digital
literacy
projects at
Exeter
University and
UCL
• Guided by the
ANCIL
framework
The ANCIL framework (Coonan and Secker
2011)

Project Aims
To explore how aspects of digital and
information literacy can be
embedded into the curriculum in two
academic departments
To develop a set of resources on
finding, managing and evaluating
information that can be embedded
into courses in Moodle or used in
face to face teaching
To explore the role of Student
Ambassadors for Digital Literacy to
help ensure the resources are fit for
purpose and meet the needs of
students
To share best practice on embedding
digital, academic and information
literacies into the curriculum with the
teaching and learning community at
LSE

The Ambassadors
• 20 student
ambassadors to be
recruited from two
LSE departments
• Students will attend 4
workshops in total
• Will feedback skills to
students and staff and
participate in Digital
Literacy events

Find out more from:
http://lsesadl.wordpress.co
m


CDE Visiting Fellows – Research Summaries 2013

Ormond Simpson
Visiting Fellow
University of London
Centre for Distance Education
Hi! – I’m Ormond Simpson. Welcome to this brief presentation


University of London
The Open University The Open Polytechnic
of New Zealand
International Programmes
UK
Visiting Fellow

Senior Lecturer in
Institutional
Research

Visiting Professor

I’ve worked mainly for three institutions in my career…


Holland
Germany

China
India

The Gambia
Ghana

Canada
South Korea

USA

West Indies
Colombia

South
Africa

Brazil

Australia
New Zealand

But I’ve also worked in a number of countries,
consulting and giving presentations


'Supporting Students for Success
in Online and Distance Education'
(2013) - now out with Routledge
http://tinyurl.com/
supporting-students

I’ve published several books. The latest is ‘Supporting Students for
Success in Online and Distance Education’ (2013) – Routledge

“以前的和最新的版本都被翻译成中文...”
(The previous and latest editions have both been translated into Chinese…)


I’ve also published a number of chapters in various texts…


As well as more than 30 refereed articles in journals world-wide

And a number of distance education staff development courses
Centre Ormond Simpson - Visiting Fellow CDE Distance Education and eLearning 2013
for Distance Education Research and Innovation in

My next article will appear in
‘Open Learning’ in November this year
and is called:
‘Student retention in distance education are we failing our students?’

Ormond Simpson Visiting
Centre for Distance Education Research-and Innovation in Distance Education and eLearning 2013

Fellow CDE

I also have a website ‘Supporting students at a distance’
www.ormondsimpson.com
which features articles, presentations, podcasts
and help for tutors and students

There are two staff development videos on YouTube
- one on ‘Face-to-face Tuition in Open and Distance Learning’
- and the other on ‘Counselling Students in Open Learning’


RESEARCH
My main research interest is
student retention in distance education

- because graduation rates in distance education
are as little as 20%
- and often much less

I focus on two main areas:

1. Learning motivation

– the main reason students
drop out is because they
lose the motivation to
continue to learn

2. Cost-benefits of student support
– because spending money on
support saves students and makes
money for institutions


So I’m working on a couple of research projects for the CDE.
The first is:

The ‘Motivational Emails’ project
- sending regular emails to students to
see if it increases their retention.
So far the results are promising – work
is continuing. The next step may be
to include some feedback.


The second is:
‘Following the Money’
– calculating the cost benefits of student retention activities
It works like this:

£

Put money into motivational student support

Which can be put back into

That generates increased
student fee income from
re-enrolments

Which increases
student retention

29

So far I have several pages of maths like this that I’m not sure I
really understand……

30

But I have one tentative result:
‘If a retention activity in the London International
Programmes costing £10 per student, produces an
increase in retention of more than 0.67%
it will break even’.
‘If it does better than that
it will produce a profit for the institution’.

£££££££££££££££££££
But a lot more work is needed!


I’d be pleased to hear from anyone interested in
pursuing either of these research themes.
Thank you for watching!
ormond.simpson@gmail.com

The role of online discussion (OD) for new
teachers in the context of the Master of
Teaching (MTeach)

Dr Adam Unwin, Institute of Education (IoE)

• Teacher
• Teacher Educator
• MTeach Module leader
a.unwin@ioe.ac.uk

Context:
• Teachers taking MTeach in their first year of teaching
• Multi subject, multi phase (primary, secondary, various
subjects)

• Mixed mode module (f2f and online)
• Series of online discussions (ODs) in tutor groups


Research questions
• How have the ODs facilitated new teacher development
within the context of the MTeach?
• ----------------------sub questions--------------------------• What is the nature of new teacher development within
this setting?
• What aspects of the OD do participants see as important
in enabling new teacher development?
• How does the pedagogic design of the ODs underpin
and enable new teacher development?


Research strategy
• Interpretivist: participants views/experiences
• Qualitative data: Teacher accounts and interviews
• Coding used Nvivo to organise data
• Many codes---- developed themes to assist analysis

• Thematic analysis via „thick descriptions‟
• Lens of pedagogic design to underpin analysis


Findings
The interlinked themes, what the ODs enabled/developed?
• Community: support, trust, sharing, empowering.....
• Criticality: self criticism/reflection, challenging practice and theory, problematising
practice, the whys?, the complexities, the bigger picture.....

• Practitioner focus: discussion of ideas and help with practical issues....
• Writing: drafting postings for ODs fosters an analytical role of their classrooms.....
•

----------------------------------------------------------------------------------------------------------------------------------------------------------

• Potential Problems: community formation, limitations of written communication.....
•

-----------------------------------------------------------------------------------------------------------------------------------------------------------

Setting up of ODs requires:

• Careful pedagogic design
• Situated professional experiences a central feature
• Team of experienced teacher educators.


 The role of online discussion (OD) in the
context of the Master of Teaching (MTeach)


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