How Do We Address the Issue of Quality?
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Presentation at Blended Learning Conference, Sydney 29th August, 2012
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How Do We Address the Issue of Quality?
- 1. How do we Address the Issue of Quality? Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance Blended Learning Conference Sydney, 29thAugust 2012
- 2. The Issue of Quality… 1. A dirty little secret 2. Different views of quality 3. Frameworks and tools for quality
- 3. The Issue of Quality… Central thesis… Blended learning can help to create a vibrant digital learning ecology. However, it can also be used to entrench1950s style teaching on 21st century networks.
- 4. Pop quiz...
- 5. Pop quiz... 1. What was theme of the London Olympics?
- 7. Pop quiz... 1. What was theme of the London Olympics? 2. How many gold medals did Australia win at the London Olympics?
- 8. Pop quiz... 1. What was theme of the London Olympics? 2. How many gold medals did Australia win at the London Olympics? 3. How many gold medals did New Zealand win at the London Olympics?
- 9. Pop quiz...
- 10. Pop quiz... Bonus question…
- 11. Pop quiz... Bonus question… Where did Massey University come on the London Olympics‟ league table?
- 12. Pop quiz...
- 13. Pop quiz...
- 14. 1. A dirty little secret
- 15. 1. A dirty little secret “The unexamined life is not worth living” (Socrates)
- 16. 1. A dirty little secret The truth is that…
- 17. 1. A dirty little secret The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes…
- 18. 1. A dirty little secret The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… … and blended learning is part of the problem.
- 19. 1. A dirty little secret The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… … and blended learning is part of the problem. Arguably the concept of „blended learning‟ does little to disrupt the old normal and is infused by a hegemonic discourse of education in change.
- 20. 1. A dirty little secret
- 21. 1. A dirty little secret “… fundamental elements of contemporary learning and teaching have remained largely untouched by the waves of digital technologies that have been introduced inside and outside of the classroom over the last three decades” (Selywn, 2011, p. 714).
- 22. 1. A dirty little secret An inconvenient truth… The additive or dominant „pump, pump,dumpmodel‟ of blended learning is the norm.
- 23. Big question… 1. How has blended learning enhanced the quality of teaching in your institution? Write your short response and then fold over and pass to someone on another table
- 25. 2. Different Views • Threeviews of quality
- 26. 2. Different Views A personal view of quality…
- 27. 2. Different Views A national view of quality… A quality product
- 29. 2. Different Views Basic assumptions… • Value laden • Contestable • Context bound • Discipline specific • A moving target • But quality does exist
- 30. 2. Different Views Quality Assurance or Quality Enhancement
- 31. 2. Different Views Q T U Y QA A QE L I
- 32. 2. Different Views TeachingObservations Academic Fellows Q T Benchmarks U Y QA A QE L Grants & Awards I Academic Development Learning Design Tools
- 33. 2. Different Views Key Tensions… institution individual clear standards creative flair externally imposed requirements internally owned commitments central quality police local professional responsibility quality compliance quality culture
- 34. Big question… 2. What is the single most important factor which influences thequalityof blended learning in your institution? Write your short response and then fold over and pass to someone on another table
- 35. 3. Frameworks and Tools
- 36. 3. Frameworks and Tools
- 37. 3. Frameworks and Tools
- 38. 3. Frameworks and Tools
- 39. 3. Frameworks and Tools Who defines quality? …. and for what purpose?
- 40. Big question… 3. How is the quality of blended learning currently determined in your institution? Write your short response and then fold over and pass to someone on another table
- 41. 3. Frameworks and Tools Quality enhancement at Massey involves… • Promoting a high level of professional trust • Giving responsibility for quality back to academics • Building distributed leadership for teaching and learning
- 42. 3. Frameworks and Tools Professional Designs for Learning Learning Evaluating Quality Resources for Teaching Enhancement Learning Framework Assessment for Facilitating Learning Learning
- 43. 3. Frameworks and Tools Learning Design Tools Scholarship of Effective Practice Professional Designs for Teaching and Learning Guidelines Learning Learning Evaluating Quality Resources for Teaching Enhancement Learning Framework Grants and Awards Academic Assessment for Facilitating Development Learning Learning Teaching Evaluation
- 44. 3. Frameworks and Tools Learning Design Tools Scholarship of Effective Practice Professional Designs for Teaching and Learning Guidelines Learning Learning Evaluating Scholarly Resources for Teaching Learning Peer Review Grants and Awards Academic Assessment for Facilitating Development Learning Learning Teaching Evaluation
- 45. 3. Frameworks and Tools • Why peer review
- 46. 3. Frameworks and Tools • Why peer review • Principles of peer review - owned by academics - focus onsubject design - emphasis on development - encouragesformative feedback - promotes pedagogical conversations - needs to be confidential to participants - must have institutional alignment
- 47. 3. Frameworks and Tools http://peerreview.massey.ac.nz
- 48. 3. Frameworks and Tools Peer Review Framework
- 49. 3. Frameworks and Tools „Teachers lack the necessary skills to make informedjudgementsabout how to use technologies and are bewildered by the possibilities‟ (Conole, 2010, p.483).
- 50. 3. Frameworks and Tools Emergence of design tools… http://compendiumld.open.ac.uk http://www.phoebe.ox.ac.uk/
- 51. 3. Frameworks and Tools ConversationalFramework… Learning Design Support https://sites.google.com/a/lkl.ac.uk/ldse/Home
- 52. 2. Where is eLearning heading? 3. Frameworks and Tools Calculating the costs of pedagogy… Masterman, E., & Manton, M. (2011). Teachers‟ perspectives on digital tools for pedagogic planning and design. Technology, Pedagogy and Education, 20 (2), 227-246.
- 53. 2. Where is eLearning heading? 3. Frameworks and Tools Student Workload Calculator http://www.massey.ac.nz/~arowatt/Mockup01.html
- 54. 3. Frameworks and Tools BlendedLearning Ecology Acquisition Video Streaming Prof Casts Real-time Tests Webinars Online Presentations Online Readings Synchronous Asynchronous Video Conferencing Online Clinic Discussion Fora ePortfolio Online Chat Wikis Participation
- 55. Conclusion
- 56. Conclusion Conclusion Blended learningforquality which disrupts the dominant reproduction metaphors ofeducation
- 57. Conclusion Conclusion Blended learningforquality which disrupts the dominant reproduction metaphors ofeducation Having the courage to stand against the „norm‟ by teaching differently….
- 58. Conclusion Pillars of Learning Learning Learning Learning Learning to be to know to do to live together
- 59. Conclusion Learning to change and transform Pillars of Learning Learning Learning Learning Learning to be to know to do to live together
- 60. Conclusion Final big question… • How can blended learning (education) inspire a new digital generation to think differentlyabout our achievements?
- 61. Big question… Your responses… 1. How has blended learning enhanced the quality of teaching in your institution? 2. What is the single most important factor which influences thequality of blended learning in your institution? 3. How is the quality of blended learning currently determined in your institution?
- 62. Final word… “Not everything that can be counted counts, not everything that counts can be counted” Albert Einstein
- 63. Conclusion “A prudent question is one-half of wisdom.” Francis Bacon http://www.slideshare.net/mbrownz/
- 64. What happened in the past is no longer a reliable guide to the future • Learning for the future • Teachers as future makers • Leading in a climate of change
Hinweis der Redaktion
- What is the purpose of a keynote?
- What is the purpose of a keynote?
- A lot of myth, misinformation and dissembling language written about blended learning
- Learning design tools have been around for some time in different forms. Something as simple as a lesson plan can constitute a learning design, or at least be a component part of one. Much of the work that has been undertaken in recent years, mid to early 2000s, has focused on the ‘e’ aspects. Many of the digital tools then focus on the digital elements of learning design, as well as providing opportunities to share designs for review with peers.By way of tools the two displayed here are from the Open University UK and the Oxford University. Both focus on learning design with Phoebe being an online tool that allows users to record what we call paper details into a searchable repository, with the aim of being able to share designs with the community, who in turn take can take those designs, change and put back into the community.The Open University tool breaks down the activities that take place as part of specific tasks and maps out the way the student would get to the end point. Alongside this the ‘tutors’ activities are also mapped out, providing a visual representation of the process of achieving a particular course aim from tutor and student points of view.Conole and Oxford Tools
- Learning Design Support project from the London Knowledge Lab and headed by Diana Laurillard extends the notion of collaborative learning design by providing a tool for building learning designs that are hung off explicit pedagogic frameworks.
- Laurilard’s Tools – a very well defined and well thought out tool but is beyond the capabilities of most people to fully appreciate what it attempts to achieve.
- Massey’s tool based on the spreadsheet version of the student workload calculator, now online. Focuses on the numbers, specifically whether what is being asked of a student is excessive given the number of hours available. The tool doesn’t focus on the pedagogical decision making that often takes place when making decisions about what to include and not to include. In many ways this tool possibly oversimplifies a very complex set of decision making, but its strength, we believe, is the fact it speaks to teaching staff by not focusing on the complexities of learning design. It does however raise important questions around assumptions of time spent in activities or tasks such as creation of material online i.e. interactions between peers and lecturers, interacting with tools i.e. wikis etc. Bringing these sorts of questions to the forefront may then result in a person to seek help from colleagues and support staff.
- Annual Plan Goal 50% reduction