Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd. Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.

1. Professor Gilly Salmon
Now and Next: Adult education and training in a post-pandemic world

2. March 21 Now and Next G. Salmon Education Alchemists. 2

3. TRANSFORM
EVOLVE
ADAPT
REVERT
1 2 3 4
Where might adult education go next?
March 21 Now and Next G. Salmon Education Alchemists. 3

4. POLL
Post pandemic, do you expect that the adult and professional learning
sector - in your country, in your institution, is most likely to:
1. Revert
2. Adapt
3. Evolve
4. Transform
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5. Threshold Concepts
Transformative
..a way of
thinking,
understanding
or interpreting
which enables
the student to
progress
Troublesome
…counter intuitive:
challenges
preconceived ideas,
if student does not
grasp.. tends to
mimicry or lack of
authenticity
Irreversible
…difficult to
unlearn once
learnt –
therefore ‘high
impact’
Integrative
…promotes
systemic thinking,
incorporates
enhanced and
extended view of
the concept
www.wiley.com/network/latest-content/5-ways-to-integrate-threshold-concepts-into-your-classroom
2.11.20 E-tivities workshop Smart Learning/EducationAlchemists 5

6. | 6
‘Lone wolf’
Room schedules
Contact hours
Design once- deliver many times
Scaffolding
Equivalence
Lecturer focused
Engagement
Sustainability - Future proofing
Threshold concepts for pivoting your learning
Now and Next G. Salmon Education Alchemists.
Threshold knowledge
describes core concepts
which, once understood,
transform perception of a
given subject, phenomenon,
or experience.

7. Feature Presentation
Transforming learning achievements

8. 5 key concepts
To
construct
Design Scaffold
Storyboards
Pathways
Equivalence
Values
outcomes
Engagement
Evidence-
based
pedagogy
Futures
Jump to
4.0

9. Determine the
RESPONSES
Diagram 1 – DESIGN THINKING
Identify the
OPPORTUNITY
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March 21
https://www.educationalchemists.com/blog/educators-as-designers-of-the-future
Disrupt to
construct
Design

10. goals
observe understand
ideate learn
prototype
define brief
Diagram 2 – Co-DESIGN– actions
Divergence Convergence Divergence Convergence
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March 21
www.educationalchemists.com/blog/educators-as-designers-of-the-future

11. 11
www.gillysalmon.com/carpe-diem
Carpe diem
learning design
Now and Next G. Salmon Education Alchemists.
March 21

12. ASSESSMENT & FEEDBACK
ACTIVITY: SYNCHRONOUS
ACTIVITY: ASYNCHRONOUS
INDEPENDENT STUDY
PACING
KNOWLEDGE & SKILLS
Building blocks for online/blended courses
12
March 21 Now and Next G. Salmon Education Alchemists.

13. 1. Access &
Motivation
1
2. Online team
Building 2
3. Information
Exchange:
Co-operation 3
4. Knowledge
construction:
collaboration
4
5. Development
5
www.gillysalmon.com/five-stage-model
5 stage model
Scaffold
Storyboards
Pathways
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14. purposeful
Timely
Active learning
comparisons
personalised
agree
actions
how do
you see it?
understand
multi
format
positive 1st
model
frequent
Teaching
feedback
example
Salmon: top tips for aligning feedback

15. Alignment
15
Now and Next G. Salmon Education Alchemists.
‘Constructive alignment’ means:
• the learner constructs his or her own learning through relevant learning activities.
• The designer creates a ‘learning environment’ to ‘support the activities to achieve the learning
outcomes.
• The key - the curriculum, the intended outcomes, the design, the delivery ,the assessment tasks - are
connected to each other to make a coherent pathway- the meaning of ‘pedagogy’.
https://www.advance-he.ac.uk/knowledge-hub/aligning-teaching-constructing-learning
March 21

16. Making it work- storyboarding !
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www.youtube.com/watch?v=BSOJiSUI0z8

17. Creativity
Communication
Collaboration
Storyboarding : key threshold
concepts
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18. Storyboarding: the process
OUTCOMES & THRESHOLD FOCUS
CHARACTERS & STORY
ACTION ORIENTATED- ‘WALK THROUGH’
HIGHLY VISUAL REVIEWS & ADJUSTMENTS
FAST MOVE FROM PLANNING TO AGILE PRODUCTION
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March 21

19. | 19
5 STAGE MODEL
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 etc…
STAGE 1
STAGE 2
STAGE 3
STAGE 4
STAGE 5
TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 TOPIC 5
Synchronous Synchronous Synchronous Synchronous
E-TIVITY 1 E-TIVITY 2 E-TIVITY 3 E-TIVITY 4
FEEDBACK FEEDBACK FEEDBACK
Example storyboard
Now and Next G. Salmon Education Alchemists.
Scaffold
Storyboards
Pathways

20. The whole story . . .
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March 21

21. Co-design of learning (post Covid)

22. •Equivalent experiences = same
learning outcomes.
•Events that provide experiences
with equal value for learners
regardless of mode
•Deliver to lead to key threshold
concepts and desired outcomes
Equivalence
https://wonkhe.com/blogs/testing-the-equivalence-of-online-and-on-campus-learning/
Equivalence
Values
Outcomes

23. added value &
emergence
https://wonkhe.com/blogs/testing-the-equivalence-of-online-and-on-campus-learning/
• Flexibility
• Reduction of
discrimination
• Contextualisation/
personalisation
• Access to
resources
• Collaboration

24. Equivalence
Values
outcomes
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Appropriate mitigation
against further disruption
& ‘place-based’ challenges
High level of
appreciation of
employability gains
for students
Emergent desirability
& legitimacy
Scalability,
localisation &
customisation
E PLACEMENTS :Addressing the ‘log jam’- in Health
WWW.E-PLACEMENTS.NET
WWW.EDUCATIONALCHEMISTS.COM/PLACEMENTS

25. 50 Occupational
Therapy Students
(BSc & MSc)
2020 completed
ADOPTION
Completed Completed 2021
Dietetics
(MSc)
Physiotherapy (BSc &
MSc)
Diagnostic
Radiography
(BSc & MSc)
Chiropractic (Msci)
Thanks to Jill Kent
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https://www.lawyer-monthly.com/2020/09/improving-legal-outcomes-with-
virtual-reality/
Immersive environments
…immersion within a created environment, where the
viewer not only sees but interacts with objects, is critical
to the suspension of disbelief and ultimately the quality
of the outcome, whether it’s for entertainment or
learning.
http://classic.austlii.edu.au/au/journals/JlALawTA/2010/2.pdf

27. Building scaffolds
Individual
development
Build supportive peer
teams
Enable active &
interactive
engagement
Create presence
1
2
3
4
1
2
3
4
Scaffold
Storyboards
Pathways

28. Engagement
Evidence-based
pedagogy
The Composition of an E-tivity
Instructions - one message
Aligns: assessment & feedback
Spark
Summary & feedback
Participation
Individual contribution
Clear timing
Purposeful
www.gillysalmon.com/e-tivities
www.youtube.com/watch?v=OoKulKkO7t8
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March 21

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30. | 30
E-tivities –
online
development
Now and Next G. Salmon Education Alchemists.

31. | 31
Small groups from course teams working
collaboratively together online for about
an hour- produced 3 e-tivities almost
ready to try out with students

32. Example E-tivity 1
Signage

33. | 33

34. G. Salmon
2.11.20 E-tivities workshop Smart Learning/EducationAlchemists 34

35. Example E-tivity 2
Pandemic & the
economy

37. IR 2.0
Education 2.0
IR 3.0
Education 3.0
IR 4.0
Education 4.0
IR 1.0 –
Education 1.0
‘May the Fourth be with you’
https://jl4d.org/index.php/ejl4d/article/view/352/403
Futures
Jump to
4.0

38. Now and Next G. Salmon Education Alchemists.
38
March 21
https://www.youtube.com/watch?v=snCm0U7HxMg&t=392s
https://www.youtube.com/watch?v=onOmOH_b2hw

39. Example of the Oxford Interdisciplinary course-
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https://www.youtube.com/watch?v=UlAiOXjUnHg
https://www.law.ox.ac.uk/news/2020-05-14-rebecca-williams-delivers-future-
legal-education-keynote
1. Design thinking and commercial
awareness - highly practical applied skills
2. Academia & practice
Either a) curriculum ‘ new degree’
b) CPD
Futures
Jump to
4.0

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Multi user games …
Binge learning …
Futures
Jump to
4.0
Creative Swiping-

41. | 41
‘Lone wolf’
Room schedules
Contact hours
Design once- deliver many times
Scaffolding
Equivalence
Lecturer focused
Engagement
Sustainability - Future proofing
Threshold concepts for pivoting your learning
Now and Next G. Salmon Education Alchemists.

42. 5 key concepts
Disrupt to
construct
Design Scaffold
Storyboards
Pathways
Equivalence
Values
outcomes
Engagement
Evidence-
based
pedagogy
Futures
Jump to
4.0

43. POLL
Which threshold concept might help you to construct and contribute
to your preferred way forward, post-pandemic?
1. Design thinking
2. Achieving equivalence
3. Scaffolding learning
4. Engagement – staff and students
5. Futures – creating 4.0 graduates
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44. “Never doubt the power of a
small group of people to change
the world. Nothing else ever
has”.
Margaret Mead
Thanks for taking part
No budgets or humans were harmed in the making of this presentation
www.gillysalmon.com
www.educationalchemists.com
44
Now and Next G. Salmon Education Alchemists.
“Never doubt the power of a
small group of people to change
the world. Nothing else ever
has”.
Margaret Mead
March 21
www.youtube.com/channel/UCEEJpq09mnv6BKCIkeLhHZQ

45. References Now and Next
• Design blog https://www.educationalchemists.com/blog/educators-as-designers-of-the-future
• Carpe Diem www.gillysalmon.com/carpe-diem
• Equivalence https://wonkhe.com/blogs/testing-the-equivalence-of-online-and-on-campus-learning/
• Health placements WWW.E-PLACEMENTS.NET
WWW.EDUCATIONALCHEMISTS.COM/PLACEMENTS
• Immersive environments https://www.lawyer-monthly.com/2020/09/improving-legal-outcomes-with-
virtual-reality/
http://classic.austlii.edu.au/au/journals/JlALawTA/2010/2.pdf
• 5 stage model www.gillysalmon.com/five-stage-model
• Alignment https://www.advance-he.ac.uk/knowledge-hub/aligning-teaching-constructing-learning
• E-tivities www.gillysalmon.com/e-tivities www.youtube.com/watch?v=OoKulKkO7t8
• May the Fourth be with you article https://jl4d.org/index.php/ejl4d/article/view/352/403
• Changing academic roles
https://www.timeshighereducation.com/opinion/who-am-i-now-how-academic-identity-changed-through-covid
Threshold concepts: Threshold concepts in practice: Land et al 2016 Rotterdam: Sense Publishers.
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46. References : Feedback
• https://www.tandfonline.com/doi/full/10.1080/02602938.2020.1823314 David Nicol
“most information is accessed by students themselves during task engagement, from their
interactions with others, with resources and from memories of prior performances”
http://hejlt.org/article/the-craft-of-feedback-in-a-complex-ecosystem/
“Conceiving feedback as craft, as something intensely personal to the lecturer/teacher as well as the
student, could be transformative in how feedback is spoken of, managed and developed
https://3starlearningexperiences.wordpress.com/2018/06/05/no-feedback-no-learning/
Kirschner & Neelen. “one of the major things distinguishing experienced teachers from expert
teachers, is that expert teachers not only monitor their students’ learning, but they also give them
quality feedback”.
https://www.surrey.ac.uk/sites/default/files/2020-05/feedback-covid_46121451%20%289%29.pdf.
Winstone Infographic SurreyLab.
https://paulgmoss.com/2021/01/14/peer-assessment-advantages-and-caveats/ Paul Moss. “feeding
back has two elements applying a rubric or criteria, and providing comments.
https://www.chronicle.com/article/how-to-give-your-students-better-feedback-with-technology/
Masses of links to free and paid for tools to try
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