A presentation t

1. Neil Morris
Director of Digital Learning
Professor of Educational Technology,
Innovation and Change
University of Leeds
National Teaching Fellow
Image © University of Leeds
Email: n.p.morris@leeds.ac.uk
Twitter: @Lt_tech_he, @unileedsonline
Moving Higher Education forward in a digital
age: realising a digital strategy
http://adl.ulster.ac.uk/odl/feedback

2. Session overview
• Changing landscape of Higher Education
• University strategies and policies
• Lecture capture and multimedia management
• Digital learning channel portfolio
• iTunes U and MOOCs
http://adl.ulster.ac.uk/odl/feedback

3. Increased
student
expectations
Highly
competitive
recruitment
market
Greater need
to demonstrate
distinctiveness
Multi-channel
content
Lack of digital
skills in staff
and students
Prevalence of
multi-functional
mobile devices
Multi-faceted
pressures on
staff
Focus on
graduate
employability
Public metrics
e.g. KIS
The changing landscape of Higher Education

5. http://adl.ulster.ac.uk/odl/feedback

6. 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
University of Leeds students use of mobile devices
70% likely to use a mobile device
to read articles or books online
87% use a mobile device frequently to
use a search engine

7. Mobile learning in action
Deep
learning
Multimodal
learning
Any time,
any place

8. 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

10. SEC3 2014 Engaging Leeds
Guidance on OERs

11. Blended learning strategy
Face to
face
classes
Learning
resources
Event
capture
Interaction
collaboration
Social media
channels
Mobile
devices
Online
assessment
Research
Blended Learning Strategy

12. University position on OER
1. Staff are encouraged to make use of OERs in student education.
2. Staff are encouraged to produce and release OERs into the
community.
3. Staff are encouraged to understand and make use of Creative
Commons licences for OERs.
4. Staff are reminded to ensure all materials are copyright
compliant.
5. Students can be consumers and producers of OERs.
Available at:
http://www.leeds.ac.uk/qat/policyprocedures/OERs.pdf

13. The University’s vision for FutureLearn:
The online platform provided by Futurelearn will give the University of Leeds
the opportunity to make our inspirational, high-quality educational resources
available to any individual with access to the Internet. By raising the
University’s profile nationally and internationally, it will provide a key
recruitment tool; by setting a standard for Leeds Open Educational Resources
(OERs), it will enhance blended learning for resident students and drive the
development of innovative distance and mixed-delivery programmes.

14. Teacher as
content
provider
Teacher as
content advisor
or curator
Student
learning
Face to
face
teaching
Other
learning
materials
Other
learning
materials
Restricted
online
material
Publically
available
online
material
Learning
materialsStudent sourced
content
Student produced
content
The change nature of academic practice

15. Multi-channel content

16. SEC3 2014 Engaging Leeds
Engage new global
audiences with
accessible content
Showcase the University
to prospective UG / PG
students
Provide digital materials
for disadvantaged
learners
Provide additional
learning resources for
current students
Guidance on OERsBenefits of external digital learning resources

17. 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.
REC
Upload video to MyMediasite
from mobile devices.
Available for review, edit and
approve.
Make available to colleague,
VLE or public.
Capturing and creating content
One simple interface
Intuitive editing tools
Seamless integration
Review, Edit, Approve
One simple interface
VLE or ‘MyMediaSite’
Secure access control
VLE learning resources
Approved content automatically
displayed in VLE
Content can be
made available
from your collection
Students can upload module video
assignments directly to VLE modules via
their ‘MyMediaSite’
Other digital content
Select and make your
content available via
web browser on
‘MyMediaSite’
Review, edit and approve
One simple interface for review, edit and
approve. In VLE or via ‘MyMediaSite’.
Remove video, add content, edit material.
Publish and view
Simple publishing to
VLE, Campus YouTube,
iTunesU, YouTube and websites
Multi-platform player
Simple yet
powerful multi-
layer player works
on all common
platforms.
YouTube style platform
Bespoke University
video channel for all
learning, teaching,
research and
marketing content
iTunes U and YouTube
One simple workflow
to review, edit and
approve content for
iTunes U and YouTube
channels
* If lecturer has not opted-out of recording.
† If video camera available, and a video recording has been scheduled
THIS DOCUMENT IS FOR A STAFF AUDIENCE
Note: At this stage of the project, this diagram is indicative and for
illustration purposes only.
Learning
Teaching
Research
REC
Recording starts and
stops automatically* .
Button on the lectern can
be used to pause / stop.
Scheduled session in Central
Teaching Space
Screen, audio and video† captured.
Automatic upload to system for review, edit
and approve.
At-desk recording
Create and upload content
from a mobile device

18. The flipped classroom
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

19. Digital learning channel portfolio
Guidance on OERsPromoting online learning channels
Only available to
Registered Students Available to all learners
Online Courses
Individual Learning Objects
Learning Objects complementing face-to-face provision (Blended Learning)

20. Guidance on OERsJorum window
www.leeds.jorum.ac.uk

21. iTunesUGuidance on OERsiTunes U

23. Background to MOOCs
“Massive Open Online Courses”
Massive: Access to unlimited learners from around the world;
Open: Free access to learning resources; premium services or certification may be
charged;
Online: Learning resources in a variety of formats, including video lectures,
multimedia resources, asynchronous discussion platforms (e.g. Wikis, discussion
forums) and online assignments;
Course: Structured units of learning, like a module

25. 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

26. MOOC pedagogy
Social
constructivist
Participatory
Active
learning
Research-
based
Teacher- and
participant-
focused
Digital literacy
support
Multi-format
content
Accessible
content
Social

27. 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
SEC3 2014 Engaging Leeds
Guidance on OERs
MOOC portfolio
Delivered:
Confirmed for 2014:

28. second is is
Images © University of Leeds

29. second is is
Students are encouraged to participate in discussion
forums to interact with the course content and their
fellow students.
Interactive Discussion Forums
Images © University of Leeds

30. Test score success correlates most strongly with quiz
completion, followed by videos, followed by discussion.

32. 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

33. 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

40. Key MOOC metrics
When Worlds Collide: Fairness
and Nature
Exploring Anatomy: the human
abdomen
An introduction to physical
actor training
Overall experience 90% 97% 93%
Recommend to a
friend
97% 98% 100%
Enrolments 5,544 8,573 3,447
Fully participating
learners
28% 16% 11%
Social learners 37% 21% 35%
Gender Female (59%)
Male 40%)
Female (73%)
Male (27%)
Female (71%)
Male (29%)
Age group
26-35 (24%)
18-25 (17%)
56-65 (17%)
18-25 (22%)
46-55 (17%)
26-35 (17%)
26-35 (26%)
46-55 (19%)
18-25 (18%)
Country of residence
UK (67%)
China (2%)
India (2%)
UK (75%)
USA (4%)
India (2%)
UK (46%)
USA (10%)
Australia (5%)
Taken an online
course before?
Yes (40%)
No (60%)
Yes (42%)
No (57%)
Yes (47%)
No (53%)

41. Participant qualifications

42. 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); Photo: Kabsik Park under a CC licence (flickr)
90-97% satisfied with video as a
learning tool
37-53% satisfied with
discussion as a learning tool
48-65% thought course length
was appropriate
72%spend between 30 mins and 2
hours online per visit.
78-84% thought level of
course was appropriate
77-81% thought the study
time needed for the course was appropriate
MOOC participants views on courses
86-92% satisfied with
quizzes as a learning tool
94-99% thought the educator
was engaging

44. Future online learning strategy
Free online courses
Paid online courses
CPD courses
Private
courses
Hybrid
courses
Accredited
courses
Co-
produced
courses

45. The future of digital learning
Online accreditation
Hybrid
courses
Digital
literacy
Game-
based
learning
Personalised
learning
Integrated
tablets
Learning
analytics

47. References and acknowledgements
Morris, N.P. (2007) HEA Centre for Bioscience E-learning Case Study. Blended learning resources for a first year
neuroscience/pharmacology module – an e-learning practice case study: ftp://www.bioscience.heacademy.ac.uk/Resources/morris.pdf
Morris, N.P. (2008) VLE implementation project. Learning and Teaching Bulletin, University of Leeds, Issue 18.
Morris, N.P. (2010) Podcasts and mobile assessment enhance student learning experience and academic performance. Bioscience
Education. 16:1.
Morris, N.P. (2010) Using eVoting handsets in Biological Sciences. Learning and Teaching Bulletin, University of Leeds. Issue 24.
Morris, N.P. (2010) Blended learning approaches enhance student academic performance. Enhancing Learning Experiences in Higher
Education, Hong Kong University. Conference Proceedings: http://www.cetl.hku.hk/conference2010/pdf/Morris.pdf
Morris, N. P. (2011) Using Blackboard for Blended Learning Enhances Student Engagement and Learning. Blackboard World
Conference, Las Vegas, July 2011. http://blackboard.echo360.com/ess/echo/presentation/1a246e1f-faba-4bc6-8fe1-8e4234a4c790
Morris N.P., Ramsay, L., Chauhan, V. (2012) Can a tablet device enhance undergraduate science students study behaviours?
Advances in Physiology Education 36: 97-107
Cottrell S; Morris N.P. (2012) Study Skills Connected. Palgrave MacMillan.
Morris NP (2014) First time MOOC provider: reflections from a research-intensive university in the UK. European MOOC summit : 259-
263.
Smith, K. & Morris, N.P. (2014) Evaluation of Biomedical Science students use and perceptions of Podcasting. Bioscience Education.
24.
Acknowledgements to all final year project students, student interns,
project officers and the Digital Learning Team who contributed to the work
presented.
Work funded by Higher Education Academy and University of Leeds
All data © Neil Morris, University of Leeds

48. Thank you
Morris, N.P. (2014) © University of Leeds. This work (excluding where noted and all logos
and MOOC adverts) is made available for reuse under the terms of the Creative Commons
Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
More information:
Digital Learning Team website: www.digitallearning.leeds.ac.uk
Neil Morris: http://www.education.leeds.ac.uk/people/academic/morris
http://adl.ulster.ac.uk/odl/feedback