Transforming lives, inspiring change. Session at Loughborough University, 27 May 2015.

1. Transforminglives, inspiring change
Prof A Armellini | @alejandroa | ale.armellini@northampton.ac.uk
Director, Institute of Learning & Teaching in Higher Education
University of Northampton
27 May 2015

2. 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. Building capacity for change
6. Alignment with the UKPSF
7. Innovation – really?
8. Viable futures for learning 2
@alejandroa

3. 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
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@alejandroa

4. Transforming lives, inspiring change
@alejandroa
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5. @alejandroa
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6. @alejandroa
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7. Responsive-reactive
Radical-
innovative
Developmental-
incremental
Good
practice
based on
identified
needs &
evidence
Innovative
ideas
backed up
by evidence
of need
From niche to
mainstream
enhancement
Innovative
approaches
aligned with
organisational
culture and
needs
Quality
enhancement
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@alejandroa

8. Pre-session
cognitive exposure
– multimedia
resources
F2F session:
analysis, discussion,
reflection & goal
setting
Post-session online
work: consolidation
& evaluation
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@alejandroa

9. Pre-session
cognitive
exposure –
multimedia
resources
?
F2F session:
analysis,
discussion,
reflection &
goal setting
Post-session
online work:
consolidation
& evaluation
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@alejandroa

10. Pre-session
cognitive
exposure –
multimedia
resources
Pre-session
activation of
schemata –
asynchronous
online tasks
F2F session:
analysis,
discussion,
reflection &
goal setting
Post-session
online work:
consolidation
& evaluation
10
@alejandroa

11. Digital
resources
Tasks for
sense-making
Analysis,
discussion,
reflection &
goal setting
Consolidation
& action
planning
ONLINE & F2F ONLINE &
F2F
FACE TO FACE,
SMALL GROUPS

12. http://tinyurl.com/ILT-v11
@alejandroa
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13. VLE design benchmarks
Level Focus Key features
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@alejandroa

14. VLE design benchmarks
Level Focus Key features
Foundation Delivery  Absolute minimum expected
 Course information, handbook and guides
 Learning materials
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@alejandroa

15. VLE design benchmarks
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
assessed.
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@alejandroa

16. VLE design benchmarks
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
assessed.
Advanced
Essential in all fully
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 & part of assessment.
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@alejandroa

17. VLE design benchmarks
Level Focus Objective
Foundation Delivery
COMPLIANCE (or REPOSITORY!)
Intermediate
Essential in all
‘blended’ courses
Participation ENGAGEMENT
Advanced
Essential in all fully
online courses
Collaboration ACTIVE LEARNING
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@alejandroa

18. CAIeRO = Carpe Diem @ Northampton
Creating Aligned Interactive educational Resource Opportunities
Design for effective online and blended learning:
A two-day intensive workshop
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@alejandroa

19. CAIeRO
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blueprint
storyboard
prototype
check
reality
review
Plan +
action
@alejandroa

20. Who: size & participants
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@alejandroa

21. Why: to design a great course, fast
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22. Start End
Assessment
Learning Outcomes
Student-generated content resulting
from the e-tivities

23. 23
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24. 24
Action plan
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25. 25
@alejandroa

26. 26
The resource is not the course
@alejandroa

27. 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
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28. …so where’s the UKPSF?
@alejandroa
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29. UKPSFDescriptors–categoriesofFellowship
Associate Fellow
of the Academy
Graduate Teaching
Assistants or Associate
Lecturers with limited
teaching role
Learning support,
demonstrators or
technicians with some
teaching responsibilities.
Career researchers or staff
experienced in professional
areas with some teaching
responsibilities.
Fellow of the
Academy
Staff for whom teaching or
learning support is a
significant element of their
role
Academic or Support staff
holding substantive
teaching & learning
responsibilities
Experienced professionals
with substantive teaching &
learning responsibilities e.g.
within workplace settings
Senior Fellow of
the Academy
Staff with considerable
expertise in supporting high
quality student learning in
all dimensions of the
framework
Experienced staff
demonstrating sustained
impact & influence on the
L&T practice of others over
a number of years
Significant experience
leading, managing,
programmes, mentoring,
departmental, school or
university L&T
responsibilities
Principal Fellow
of the Academy
Highly experienced,
sustained and effective
impact in relation to
institutional, national or
international L&T strategy
Wide-ranging strategic
leadership and
policymaking
responsibilities in
connection with key
aspects of L&T
Strategic impact and
influence in relation to L&T
that extends beyond their
own institution.

30. UKPSF Dimensions of Practice
Areas of
Activity
Professional
Values
Core
Knowledge

31. Reflecting a national developmentSeparateProcessesfor
ProfessionalRecognition
Direct Application
to HEA
PGCAP
Accredited
CPD Schemes

32. Practical
Courses
(‘New
Teacher’)
< Level 7
EdD
modules
Level 8
Associate
Fellow
Senior Fellow
EdD
Peer Review
Mentoring
Scholarship
Level 8
Practical
courses: (new
and existing
staff), aligned
with UKPSF
< Level 7
Fellow
PGCAP
60 credits
Level 7
Qualifications
Development
in:
Mentoring,
Leadership,
Policy,
Research
Supervision, etc
(new and
existing staff),
aligned with
UKPSF
Level 7

33. IntroductiontoC@N-DO&theUKPSF–two-hourworkshop
Minimum 12 months
Assessment
for Associate
Fellowship
D1
Minimum 2 years
Assessment
for
Fellowship
D2
FULL CAIeRO
Collaborative Learning
Experiences Online
Assessment - a tool for
Learning
Supporting Student
Achievement
Peer Observation for
Development
Reading Circles exploring
L&T Literature
HE Survival+
Peer Observation for
Development
+ 1 from below Application&
Extensionwithin
Practice
Application&ExtensionwithinPractice
Assessment
for PGCAP
Minimum 1 year post-fellowship
C@N-DO submission for
D2 + 1000 words at L7
L&T Development Project
Minimum 3 years Impact & Influence
Assessment
for Senior
Fellowship
D3
+ selection from below based on needs
Becoming a C@N-DO
mentor
Becoming a C@N-DO
assessor
Becoming a C@N-DO
facilitator
Application&Extensionwithin
Practice
Changemaking @ Northampton – Development Opportunities
C@N-DO: a framework for enabling positive change
Interview: Needs analysis for CPD
planning
Further recognition route
Qualification route
Becoming a subject or
programme leader

34. Is teaching or learning
support a significant element
of your role?
Which Descriptor is appropriate for you?
No
Do you have at least 1 year HE
teaching /support experience ?Associate
Fellowship D1
Is L&T Mentoring &
Leadership a significant
element of your role?
No
Yes
Yes
Do you have at least 2years FTE
teaching / support experience?
Fellowship D2
Are you able to demonstrate
sustained impact & influence on
L&T practice over a period of 3
years+ ?
Senior
Fellowship D3
Which Route is appropriate for you?
No
Yes Direct Submission to C@N-DO for D1
C@N-DO participation, leading to
C@N-DO submission for D1
Yes
No
Direct submission to C@N-DO for D2
C@N-DO participation, leading to
C@N-DO submission for D2
Yes
No
Direct submission to C@N-DO for D3
C@N-DO participation, leading to
C@N-DO submission for D3
Which category of Fellowship is appropriate for you, and how can you obtain recognition?
Have you already successfully
completed Module 1 of the UoN
PGCTHE?
Yes Claim Associate Fellowship from HEA
How
?
Have you already successfully
completed both modules of the
(old) UoN PGCTHE?
How
?
How
?
Claim Fellowship from HEAYes
Have you already successfully
completed Module 1 of the (old)
UoN PGCTHE?
C@N-DO participation top-up leading to
C@N-DO submission for D2
Yes

35. 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
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36. 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
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37. Old wine in new bottles?
Old wine
Learners generate content as homework,
which is used creatively in the following
seminar
Course in a (digital) box
Talk to your classmates
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New bottles
Flipped classroom
xMOOC
Social learning
Learners bring their books and pencil
cases (among many other technologies)
Loops of personalised assessment for
learning & feedback
Study on the bus or train, on campus or at
home
Teaching methods
Bring your own device (BYOD)
Dynamic assessment
Mobile learning
Pedagogies
@alejandroa

38. 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’
38
@alejandroa

39. 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
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40. 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
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@alejandroa

41. 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.
• 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 41
Ale.Armellini@northampton.ac.uk
@alejandroa
@alejandroa

42. Thank you
To access: search ARMELLINI on Slideshare.net
Professor Alejandro Armellini
27 May 2015
Ale.Armellini@northampton.ac.uk | @alejandroa
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