Keynote at 4th International Conference for e-Learning and Distance Learning, Riyadh, Saudi Arabia (March 2015)
•Download as PPTX, PDF•
3 likes•2,043 views
My keynote on leadership of educational technology implementation at the University of Leeds, and the impacts on student learning.
Recommended
Recommended
More Related Content
What's hot
What's hot (19)
Similar to Keynote at 4th International Conference for e-Learning and Distance Learning, Riyadh, Saudi Arabia (March 2015)
Similar to Keynote at 4th International Conference for e-Learning and Distance Learning, Riyadh, Saudi Arabia (March 2015) (20)
More from Neil Morris
More from Neil Morris (18)
Recently uploaded
Recently uploaded (20)
Keynote at 4th International Conference for e-Learning and Distance Learning, Riyadh, Saudi Arabia (March 2015)
- 1. Neil Morris Director of Digital Learning Professor of Educational Technology, Innovation and Change, School of Education University of Leeds Content and images © University of Leeds Email: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds, @unileedsonline Digital technology and Higher Education: delivering benefits for student education
- 3. Internet of Everything “We are currently experiencing the biggest fundamental change the world has seen since the initial development of the Internet as people, processes, data, and things become increasingly connected. We call this the Internet of Everything (IoE), and it is having a profound impact on individuals, businesses, communities, and countries.” John Chambers, CEO, Cisco Systems http://www3.weforum.org/docs/WEF_GlobalInformationTechnology_Report_2014.pdf
- 4. Global growth in Higher Education
- 5. A need for change
- 6. Learning and Teaching “Tell me and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin
- 7. Edgar Dale’s Cone of Learning; CC-SA Learning and Teaching
- 8. Learning is changing Teacher as content provider Face to face teaching Other learning materials Online materials Teacher as content advisor or curator Learning support Learning materials Learning activities Student centred learning Student produced content Peer support Learning materials Student learning
- 12. N=1363 (Nov 2012; Middleton and Caperon, 2013) 50% use a mobile device frequently for research or assignments 23% use a mobile device frequently to read e-books 86% own a smartphone 97%own a laptop. 20% own a tablet device 35% are planning to purchase a tablet device for academic and social reasons 70% likely to use a mobile device to read articles or books online 87% use a mobile device frequently to use a search engine University of Leeds students’ use of mobile devices
- 15. “Revolutionary, this has changed the way I approach a class, I feel totally prepared as, I get the lecture slides without having to print them, take notes , record, reference and if necessary look things up, all in the palm of my hand... WOW” © University of Leeds © University of Leeds Over 3 ½ hours per day using device for studying Significant in use of literature search tools, Wikis, Podcasts Significant in use of printed learning resources 80% thought the iPad was a useful tool for studyingMorris et al. (2012) Advances in Physiology Education 36: 97-107
- 16. 78% found tablet device in class beneficial to learning(3 years) 79% found using tablet devices in class enjoyable(3 years) Morris et al (2015) 83% found tablet devices easy to use (3 years)
- 18. Why is technology adoption so slow in Higher Education?
- 19. Unified Theory of Acceptance and use of Technology (UTAUT) Venkatesh 2003; https://csdl-techreports.googlecode.com/svn/trunk/techreports/2005/05-06/doc/Venkatesh2003.pdf
- 20. Driving change in Higher Education Leadership Infrastructure Support Champions Skills Policy
- 21. Gartner Hype Cycle for Education (2013)
- 22. The future of digital learning Analytics-based personalisation Hybrid courses Adoption of digital literacy Game- based learning Flexibility Validated electronic assessment Integrate d mobile learning Student centred learning Widespread blended learning
- 24. Flexibility and personalisation in action https://www.khanacademy.org/about
- 25. University strategies for Digital Learning Digital strategy for Student Education Blended Learning Strategy Policy on Audio and Video Recordings for Educational Purposes MOOC vision and strategy Open Educational Resources policy
- 26. Blended Learning
- 27. Blended learning strategy Face to face classes Learning resources Event capture Interaction collaboration Social media channels Mobile devices Online assessment Research- based learning
- 28. Resource production In-room capture Scheduled Ad-hoc At-desk media creation (Audio, video, screen capture) Mobile capture (Audio, video) Online communication and collaboration Online learning systems Digital Learning Team
- 29. Capturing video for education • Ubiquitous capture • Seamless and automated capture • Controlled publication • Widespread delivery • Multimodal playback • Wide variety of applications “The new Lecture-Capture system is BRILLIANT. Cheers, guys.” Student
- 30. Uses of video in education Image CC by Jenko, FlickR
- 31. Digital learning channel portfolio Only available to Registered Students Available to all learners Online Courses Individual Learning Objects Learning Objects complementing face-to-face provision (Blended Learning)
- 32. Futurelearn Overall stats 190 countries 60%female 39%social 23%complete
- 33. Pedagogy of Futurelearn Based on Laurillard’s Conversational Framework: “a continuing iterative dialogue between teacher and student, which reveals the participants’ conceptions and the variations between them… There is no escape from the need for dialogue, no room for mere telling, nor for practice without description, nor for experimentation without reflection, nor for student action without feedback”. (Laurillard, 2002)
- 34. Staff perspectives on blended learning and MOOCs. N=267 responses, Summer 2013, © University of Leeds) 82% agreed that MOOCs offer opportunities for flexible learning 69% agreed that MOOCs increase access to Higher Education 140 academics would like to develop a MOOC in next 1-2 years 64% agreed that developing a MOOC would enhance their digital literacy skills 57% agreed that face-to- face learning in combination with MOOCs was an effective learning model 70% agreed they would recommend MOOCs to their students
- 37. Futurelearn MOOC portfolio FREE ONLINE COURSE Sign up at futurelearn.com https://futurelearn.com/courses/when-worlds-collide Sign up to ‘Exploring anatomy: the human abdomen’ http://futurelearn.com Coursestartson 10 February2014 For 3 weeks, 4 hoursper week Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body?This course is for you. https://www.futurelearn.com/courses/anatomy
- 38. Innovation: A global audience 37% United Kingdom Significant cohorts from North / South America, India, Pakistan, Europe, Australia, Nigeria and Malaysia* *Based on data from pre-course survey (n=1975)
- 39. Innovation: Learner aspirations Interact with other people Prepare for future studies Supplement existing studies *Based on data from pre-course survey (n=1975)
- 40. Post course survey data for first three MOOCs (n= When Worlds Collide: Fairness and Nature (n=241); Exploring Anatomy: the human abdomen (n=424); Introduction to Physical Actor Training (n=83). 90-97% satisfied with video as a learning tool 37-53% satisfied with discussion as a learning tool 72%spend between 30 mins and 2 hours online per visit. MOOC learning elements 86-92% satisfied with quizzes as a learning tool Value of MOOC elements
- 41. 12% engaged with peer assessment exercise Average of 269 words submitted for assignment 1.5 reviews per assignment submitted 0 20 40 60 80 100 120 140 1 3 5 7 9 11 13 15 17 19 21 23 25 27 Numberofparticipants Videos watched No assignment Assignment completed Active, social learners most likely to do peer learning activities
- 42. 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
- 43. Flexible courses on campus
- 44. MOOCs on campus FREE ONLIN E COURSE Sign up at futurelearn.co m https://futurelearn.com/courses/when-worlds-collide Sign up to ‘Exploring anatomy: the human abdomen’ http://futurelearn.com Coursestartson 10 February2014 For 3 weeks, 4 hoursper week Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body?This course is for you. https://www.futurelearn.com/courses/anatomy MOOC content embedded into module and programmes New MOOC style blended modules created MOOC content used to create new distance learning programmes
- 45. Studying in a Digital Age module Digital skills Digital scholarship Digital practice Digital presence Online module Credit bearing Interactive Assessed online Discipline focused Research based
- 46. Harnessing mobile for flexibility UniLeeds app (over 5 million views) • Student information • Attendance monitoring • Mobile voting • Module evaluation
- 47. At-desk recording REC Open desktop software and press record. Screen, audio and video captured. Automatic upload to system for review, edit and approve. Make available to colleague, VLE or public. Problem-solving Discussion Creativity Conceptual understanding Active learning Towards a Flipped Learning vision
- 48. The future of digital learning Analytics-based personalised learning Flexible Adaptive Outcome focused Scalable Authentic Social Personal
- 49. Content and images © University of Leeds Email: n.p.morris@leeds.ac.uk Twitter: @neilmorrisleeds, @unileedsonline