Keynote lecture at #NewTechEdu conference in Belgrade, Serbia (February 2017)

1. Neil Morris
Director of Digital Learning
Professor of Educational Technology,
Innovation and Change, School of
Education
University of Leeds
© University of Leeds
Email: n.p.morris@leeds.ac.uk
Twitter: @neilmorrisleeds, @unileedsonline
Benefits to student experience through
institutional use of digital technologies

2. Overview
Higher
Education
Digital
technology
Active
learning

3. Global growth in Digital
Learning
262m
students in Higher
Education by
2025
(up from 164m in 2009)
OECD
Demand for
online
education
growing faster than that of
traditional education
(Google)
Expected 13%
growth in CPD
online training,
within corporates
(RolandBerger)
24% growth in
smart education
and learning
market between 2015-
2020
(Research and Markets)
28% corporates
expected to use
MOOCs for
training by 2017
(Towards Maturity)
Self-paced
eLearning grew
55% in India
2010-2015
(Ambient Insight)

4. Opportunities provided by
digital technology
Learning
Flexibility
Interaction
Collaboration
Digital skills
Employability
Globalisation
Access
Sharing
Inclusivenes
s
Engagement
Motivation
Enjoyment

5. Digital Strategy for Student
Education

6. Institutional technology
infrastructure landscape
In-room
multimedia
capture
At-desk / mobile
media creation
Virtual
Learning
Environment
Interactive and
collaborative
tools
Flexible and
technology
enabled learning
spaces
Central Digital
Learning Team

7. Campus-wide technology
integration
Over 27,000
students
viewing
content
Around 75%
of lectures
recorded per
year
Between 100
– 300
recordings
per day Around
30,000 hours
of recording
per year
Around 1
million views
per year
Increased
use of flipped
learning

8. Uses of video in education
Image CC by Jenko, FlickR

9. A need for change

10. Technology enabled active
learning spaces
"The interactive technologies, intuitive control panels and touch screen make
integrating technology into teaching a more interesting and rewarding
experience for everyone. Students can access the VLE at their desks, use their
interactive whiteboards to write and share work as a group, and their input can
easily be integrated into the teaching process through the dual display system. It
means I can create a learning environment that is varied and engaging, using
different tools to help students develop and reflect on knowledge in new ways."

11. Online teaching
Tutorials
Supervision
Office hours
Interviews
Research seminars
Meetings
Open days

12. Developing openness and
flexibility at institutional level

13. Developing students’ digital
literacies
Digital skills
Digital
scholarship
Digital
practice
Digital
presence
Online
module
Credit
bearing
Interactive
Assessed
online
Discipline
focused
Research
based

14. Overview of the Studying in a
Digital Age module

15. Massive Open Online
Courses

16. Schools MOOC programme
Target audience: International school students
Portfolio: 15 short online courses (2 weeks), running monthly
Enrolments: Over 390,000 sign-ups

17. Schools courses - interactivity

18. Learning object re-use strategy

19. Blended Learning Essentials
Next run: 20th February 201

20. Who are MOOC completers?
Older learners more
likely to complete our courses
No gender differences in completing
learners, but there are course-level differences
Experienced
online learners more likely to
complete our courses
Better qualified
learners more likely to complete
our courses
Non working
learners more likely to complete
our courses
Morris et al., 2015

21. Participation and completion in
MOOCs
32% of participants on
MOOCs make at least ONE
comment
Those who are better
educated and have
taken an online course
before are more likely to
make more comments.
Older learners, those who work
part-time or not at all are more
likely to make at least one
comment, and make more
comments.
Those who make comments are
more likely to complete more of a
MOOC
© Swinnerton & Morris, 2016 Journal of Computer Assisted Learning 2017
Commenters post an average of
6 comments per MOOC

22. And finally….

23. Online standalone credit-
bearing courses

24. Maximising flexibility through
online learning
Campus-
based
blended
learning
MOOCs
Credit-
bearing
online
courses
Campus-based,
hybrid or ODL
programme
https://www.heacademy.ac.uk/sit
es/default/files/resources
npi_report.pdf
Flexible learning

25. The future of digital learning
Personalised
Adaptive
Social
Authentic
Outcome
focused
Scalable
Flexible

26. © University of Leeds
Email: n.p.morris@leeds.ac.uk
Twitter: @neilmorrisleeds