Keynote to Greenwich e-learning conference 2011

1. Ten Tales of
Transformation
Helen Beetham
Greenwich, 6 July 2011

2. tales around the campfire...

3. ... while the building is burning?

4. Transformations we’re facing
Stable job market in specific vocations and Unstable job market: adaptability & management of
professions multiple roles to the fore
Increasing public investment in post-compulsory Decreasing public investment in post-compulsory
education education
Assumption of higher education as a public good Assumption of higher education as a private good
Support for innovation and excellence in learning Return on investment a priority
and teaching
Institutions share many elements of their core Diverse institutions including private institutions
business model with different business models
Teaching, accreditation, research, content Core activities disaggregated: specialisation of roles
production, innovation, BCE all linked as well as institutions
Universities offer a wide range of disciplines and Course portfolios reflect market demand
subject areas (enlightenment, ‘liberal arts’ model)
Established methods, based in disciplines Emerging and mixed methods, interdisciplinary
problem spaces
Learners have space and time to study and get Learners are fitting learning into their lives;
qualified continuing professional development the norm
Elite institutions attract international students All universities are seeking to exploit the global
market in education and the UK HE brand

5. the technology fix story

6. technology per se does not...
• create time
• create money
• create opportunity
• offer resilience
in uncertain times

7. Transformations we’re leading
Campus experience Diverse study locations including workplaces and
satellite campuses (which may be overseas)
We know, we teach you Learners' capabilities a resource for the institution
Development interventions tending to be Graduate attributes addressed across programmes
remedial of study
Programmes developed to meet academic norms, Agile, responsive curriculum development,
committee-dominated and paper-based processes Collaborative approach to educational design
Technologies introduced according to the Curriculum modified by the impacts of technology
requirements of the curriculum in the environment
Modular assessment: focus on achievement within Cross-modular assessment: focus on self-efficacy
clearly defined curriculum goals and integrating skills/know-how
Hidden curriculum’ Curriculum transparent, richly described
Learners describing their own curriculum
Courses defined by content Content is open, free, shared in subject
communities, and dissociated from specific courses
Learning about and for the ‘outside world’ Learning in the world: borderless universities
Personal resources for learning and study Shared knowledge resources, knowledge networks

8. 1. Campus experience Diverse study locations, students
fitting learning into their life
'[WBL] shifts the balance whereby the academic facilitates the
learning in a very different way. OER allow us to continue that
shift, because learners sitting wherever – in Wrigleys, in a cafe –
can access a range of resources suited to his or her own workplace.
It's about democratising education.'
reflective practice | professional practice | literacies
research methods | leadership | management
coaching | mentoring

9. 2. We know, we teach you Learners' capabilities a resource
for the institution

10. 2. We know, we teach you Learners' capabilities a resource
for the institution
* web 2.0 drop-in sessions for staff/students
* student surveys and institutional research
* presentations to business
* creating podcasts, digital stories and videos
A student-led and operated enterprise trading in tacit
knowledge/know-how contained in the student body,
providing a range of services to the university,
students and business.

11. 3. Programmes developed to Agile, responsive curriculum
meet academic norms: development, facilitated by trusted
committee-dominated and paper- course information
based processes
Supporting Responsive
Curricula
Course database xcri compatible
Single trusted source of course
information
Competence mapping in four
exemplar subject areas
Agile, responsive design process
Supporting student showcasing

12. 3. Programmes developed to Agile, responsive curriculum
meet academic norms: development, facilitated by trusted
committee-dominated and paper- course information
based processes
The first-year undergraduate
curriculum is now on-line, which is
already providing benefits in terms
of sharing good practice and
identifying areas where further
central support is required...
The PARM standing panel
approach has proved agile,
streamlined and cost-effective.
Quality has been maintained by
providing much tighter guidance to
programme teams on structure and
documentation and by focusing the
Panel process on academic issues.

13. 3. Programmes developed to Agile, responsive curriculum
meet academic norms: development, facilitated by trusted
committee-dominated and paper- course information
based processes
* workshops on integrating
competences into the curriculum
* use of visual aids to describe
curriculum in shared ways
* involving learners and employers
in meaningful dialogue
* exploring critical elements of
the curriculum e.g. induction,
transition, timing of
assessments

14. 3. Programmes developed to Collaborative approach to
meet academic norms: educational design, shared
committee-dominated and paper- understanding
based processes
* workshops on integrating
competences into the curriculum
* use of visual aids to describe
curriculum in shared ways
* involving learners and employers
in meaningful dialogue
* exploring critical elements of
the curriculum e.g. creativity,
information/digital
literacies, learning activities
Viewpoints

15. 3. Programmes developed to Collaborative approach to
meet academic norms: educational design, shared
committee-dominated and paper- understanding
based processes
Helped focus on learning and
teaching from a student viewpoint
Course committee’s aren’t well
attended... it’s good to talk
[we came up with] a structure that
the whole group could be happy with
(Students’ Union)

16. 4. Development interventions Graduate attributes addressed
tend to be remedial across programmes of study
At Oxford Brookes University, ‘Digital Literacy’ is one of
five graduate attributes, described with seven categories
(cf. SCONUL’s 7 pillars of information literacy)

17. 4. Development interventions Graduate attributes addressed
tend to be remedial across programmes of study
Digital literacy is embedded into the curriculum through
a focus on blended learning course design in intensive
development sessions

18. 4. Development interventions Graduate attributes addressed
tend to be remedial across programmes of study
“The development of this postgraduate nursing programme
is based upon the belief that eLearning offers accessible, flexible,
modern learning methods aligned with the demands and
expectations of 21st century professionals”.

19. 4. Development interventions Graduate attributes addressed
tend to be remedial across programmes of study

20. 5. Technologies are introduced Curriculum modified by the
according to the requirements of impacts of technology in the
the curriculum environment
Atelier-D experimented with online design environment, social
networking, use of virtual worlds, knowledge mapping,
videoconferencing, per to peer assessments..

21. 5. Technologies are introduced Curriculum modified by the
according to the requirements of impacts of technology in the
the curriculum environment
The project has informed the creation of a radically new, online
course, ‘Design Thinking’.This was first presented in February 2010
and recruited 400 students...

22. 5. Technologies are introduced Curriculum modified by the
according to the requirements of impacts of technology in the
the curriculum environment
The real challenge for institutions is... for students, researchers
and teachers to thrive and excel in a digitally-enabled world.
The programme is designed specifically to support the
integration of digital capability into the core activities of
educational institutions

23. 6. Modular assessment: focus on Cross-modular assessment: focus
achievement within clearly on learner development and
defined curriculum goals integration
4. Focuses on student development
4.1 When constructing my assessment How about YOU?
submission I focus my effort on learning The ways I use assessment to support my
(i.e. linking concepts together) rather than learning include…
just presenting information.
4.2 When I receive feedback on my
assessment I look carefully at the
comments, advice and encouragement
and do not just concentrate on my
mark/grade.
http://tinyurl.com/escape-project
4.3 I take the time to review my own
assessment (self assessment) before and
after I submit my work.
4.4 I make sure I identify the positive aspects
of my own work as well as areas for
improvement.
4.5 I ensure any misconceptions I have about
my learning are voiced. ESCAPE Project Funded by the
ESCAPE project
principles of effective
assessment applied to the
internet age

24. 6. Modular assessment: focus on Cross-modular assessment: focus
achievement within clearly on learner development and
defined curriculum goals integration
ESCAPE project
principles of effective
assessment applied to the
internet age

25. 6. Modular assessment: focus on Cross-modular assessment: focus
achievement within clearly on learner development and
defined curriculum goals integration
‘We are seeing transformative changes to assessment
practices in the modules that the ESCAPE team have
worked with.There is a much greater emphasis on the
application of assessment-for-learning approaches.The
pedagogy is supported by the use of appropriate aligned
technologies such as; use of student-produced videos,
Podcasts, Blogs, electronic submission of coursework, use
of StudyNet to support group work and the use of wikis.’

26. 7. ‘Hidden curriculum’ Curriculum is transparent, richly
described
Learners describe their own
curriculum
Student-facing Rich course handbooks:
representations constructive alignment
supports
Open content Course tasters:
meaningful choices
Student engagement Accessible info
e.g. on mobile
Capture of design Reflection, evidence of
discussions - educational rationale

27. 7. ‘Hidden curriculum’ Curriculum is transparent, richly
described
T-SPARC
It is of the upmost importance
that programme teams generate
artefacts that emerge naturally
from their design activity and
that we avoid a situation
whereby people are constructing
evidence/artefacts for the sake of
being seen to do so. ..our
forthcoming ‘Rough Guide to
Curriculum Design’ will
reinforce this agenda.

28. 7. ‘Hidden curriculum’ Learners describe their own
curriculum
Dynamic Learning Maps
can be used to increase
transparency in the curriculum
in an interactive and
participative way that more
closely matches the changing
experience and expectations of
learners. It also has the
potential to address drivers for
PDP, employability,
personalisation and student
involvement in the curriculum.

29. 8. Courses defined by content: Content is open, free, shared in
content associated with specific subject communities, and
courses e.g. in the VLE dissociated from specific courses

30. 8. Courses defined by content: Content is open, free, shared in
content associated with specific subject communities, and
courses e.g. in the VLE dissociated from specific courses

31. 8. Courses defined by content: Content is open, free, shared in
content associated with specific subject communities, and
courses e.g. in the VLE dissociated from specific courses
• sharing ‘bite-sized’ and ‘in progress’ teaching resources encourages
openness and cross-disciplinary sharing.
• open content can support minority/threatened subject areas
• community repository approach with Web 2.0 features maximises
engagement and identification
• humanities staff are eager to share but have anxieties about
‘inappropriate’ repurposing
• an open but turnstile community develops trust which encourages
sharing and feedback as a natural extension of existing practice

32. 9. Personal resources for learning Shared knowledge resources,
and study knowledge networks
10. Learning about and for the Learning inside out and outside in
‘outside world’
MoRSE
• on placement
• in the field
• web 2.0 tech
• GIS mash-up
• collaborative
mapping (twitter)

33. 9. Personal resources for learning Shared knowledge resources,
and study knowledge networks
10. Learning about and for the Learning inside out and outside in
‘outside world’
The mix of public and private tasks, and institutional and third
party technologies, has been complex... all cohorts appreciated
the role that personal technologies could play and there was
enthusiastic engagement with the GIS collaborative mash-up.

34. learning is transformed by...
• Materials that fit learning into living (e.g. podcasts, e-books)
• Practice of authentic tasks in authentic contexts
• Tech-enhanced support for learning away from campus
• Virtual environments for collaboration, demonstration, peer
review (e.g. atelier settings)
• Inquiry-based, case-based and problem-based learning
• Recording and making learning visible (e-portfolio, digital TV)
• Feedback/assessment that is timely, reviewed, clarifies
expectations (e.g. audio feedback, links to online support)

35. curriculum processes are transformed
by...
• Focusing on the learning experience holistically (graduate
attributes, eportfolio, developing identities)
• Assumption of open content
• Trusted information with multiple representations
• Transparent processes with shared artefacts, collaborative tools
• Streamlined admin systems allowing...
• focus on educational conversations, which can be...
• captured and reflected on in meaningful ways
• QA/QE oriented on negotiated, iterative enhancement

36. institutions are transformed by...
• New relationships with learners and potential learners not
(yet) enrolled
• Delivering learning beyond the campus
• Diversification of professional roles
• Developing sustainable dialogues with employers and
professional bodies
• Addressing digital literacy across the institution
• The right ‘action poetry’

37. technology per se does not...
• create time
• create money
• create opportunity
• offer resilience
in uncertain times

38. technology + educational (re)thinking
+ cultural change can...
• transform learning
• transform curriculum practices
• transform learning organisations

39. technology + educational (re)thinking
+ cultural change can...
‘The project was about changing the culture and
it was this that took time and effort.
Similarly, using the technologies to respond to
the three key project themes was less a question
of the technology per se, but more to do with the
ways in which it was used within the particular
environment, with the pedagogy and the
surrounding curriculum design.’ (INTEGRATE)

40. tales around the campfire...