1. CPD 24 Advanced Teaching Skills 4 Blended Learning 21 January 2015 Diane Bennett (eLearning Manager, MHS) Helen Perkins (eLearning Technologist, Humanities) Anna Verges (eLearning Manager, Humanities)

2. Intended learning outcomes “Don’t ask what the technology can do for you, rather what the pedagogy needs.” Prof Gilly Salmon, University of Leicester A greater awareness of models and tools used in (e)Learning design Engaged in a planning exercise to consider your use of technology enhanced learning Considered your own practice and shared experiences and challenges

3. Session outline Introductory activity Learning design – tools/models Planning activity –Introduction and example –Group planning activity Storyboarding Feedback/evaluation

4. INTRODUCTORY ACTIVITY You need your ‘clickers’ (voting handsets) ready. 5 minutes

5. How would you rate your knowledge of educational technologies? On a scale of 1 – 5, where 1 is low and 5 is high. 1 (low) 2 3 4 5 (high)

6. No online delivery Modes of learning Traditional/ face-to-face eLearning/ distance Total online delivery Blended Blending face-to-face and online delivery Learning principles are central to successful (e)learning! Where do you sit on this continuum?

7. Where are you on the continuum? 1.Point 1 2.Point 2 3.Point 3 4.Point 4 5.Point 5 6.Point 6 7.Point 7

8. How comfortable do you feel incorporating technology into your teaching/learning activities? 1 (not at all) 2 3 4 5 (completely)

9. How likely are you to try out new technologies in your teaching/learning activities? 1 (not at all likely) 2 3 4 5 (extremely likely)

10. LEARNING DESIGN 20 minutes

11. Learning Design Approaches We have to work with teachers, students, the community and employers to embed agility, literacy, connectivity and collaboration into practices and understandings about learning, not in the form of kit, but in the construction of curriculum and interactions. Peter Bryant, Head of Learning Technology and Innovation London School of Economics and Political Science

12. Designing courses All courses and curriculum are designed –Sequencing and structure –Aims and outcomes –Delivery method –Assessment

13. Learning Design Learning design is a planned process –Appropriate use of learning opportunities –Sometimes with technology and sometimes without Shift from belief-based implicit approaches to design-based explicit approaches

14. Pedagogy + Content + Technology ContentPedagogyTechnology Academic staffLearning Technologists Students

15. “The focus here is on understanding learning activity, moving beyond an understanding of e- learning as simply providing content and ‘learning objects’, to thinking about technology as central to contemporary teaching and learning processes, and seeing e-learning as part of the range of resources available to the professional practitioner.” Peter Findlay, JISC Learning and Teaching committee (2004!!!)

16. I think the challenge for us entering 2015 is to look past the tools, the toys and the platforms. There simply isn’t a single out of the box solution for the challenges we face. We can’t rely on growth through systems support and development. There are significant and intractable tensions between the dynamic epistemological shifts that are fundamentally changing the way media is consumed, knowledge is constructed and learning engaged with. Peter Bryant at Digital Stranger blog http://peterbryant.smegradio.com/?p=517 http://peterbryant.smegradio.com/?p=517

17. APPROACHES Learning Design

18. External ADDIE –Analysis > Design>Development>Implementation>Evaluation –http://www.learning-theories.com/addie-model.htmlhttp://www.learning-theories.com/addie-model.html OULDI –Contains course maps, activity profiling and other software and tools for creating and designing visual representations of learning design. –http://www.open.ac.uk/blogs/OULDI/http://www.open.ac.uk/blogs/OULDI/ The 7Cs of Learning Design (Conole) –Conceptualise>Capture>Communicate>Collaborate>Consider>Combine>Consolidate –http://e4innovation.com/?p=628http://e4innovation.com/?p=628 Carpe Diem –Blueprint> Storyboard>Prototype online>Reality checking>Review and adjust>Plan next steps –http://www.gillysalmon.com/carpe-diem.htmlhttp://www.gillysalmon.com/carpe-diem.html

19. Internal Approaches HeLD (Humanities’ eLearning Design) –Based on Carpe Diem but adapted for our Faculty. Less structured and more flexible. –Pre-meeting>Aims & Objectives> Storyboarding>Build>Reality check>Evaluate CEEBL approach

20. Things in common Focus on objectives /needs analysis Focus on types of activity /pedagogical choices Assessment is tied into the objectives There is an evaluation at the end –(something we rarely do in other non-policy driven interventions). STUDENT ACTIVITY IS AT THE HEART OF THE DESIGN ACTIVE LEARNING IS KEY

21. OTHER USEFUL MODELS Learning Design

22. Adele Aubrey’s eLearning Modeller (still in beta phase) The eLearning modeller is an online tool designed to assist tutors to reflect on areas of their teaching practice, and to select appropriate eLearning technologies. http://www.teachinginnovation.manchester.ac.uk/

23. Salmon’s 5 Stage eLearning Model http://www.gillysalmon.com/five-stage-model.html

24. The 7Cs of Learning Design, Conole http://www2.le.ac.uk/departments/beyond-distance-research-alliance/7Cs

25. Staffordshire University’s Best Practice for e-Learning model https://bestpracticemodels.wiki.staffs.ac.uk/Best_Practice_Models_for_e- Learning:_Principles

26. Bloom’s Digital Taxonomy http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomyhttp://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy and http://edorigami.wikispaces.com/file/view/Bloom%27s%20quicksheets.pdf/296456574/Bloom%27s%20quicksheet s.pdf http://edorigami.wikispaces.com/file/view/Bloom%27s%20quicksheets.pdf/296456574/Bloom%27s%20quicksheet s.pdf

27. Further Information http://www.jiscinfonet.ac.uk/topics/curricul um/http://www.jiscinfonet.ac.uk/topics/curricul um/ http://webarchive.nationalarchives.gov.uk/ 20140702233839/http://www.jisc.ac.uk/gui des/using-technology-to-improve- curriculum-designhttp://webarchive.nationalarchives.gov.uk/ 20140702233839/http://www.jisc.ac.uk/gui des/using-technology-to-improve- curriculum-design

28. PLANNING ACTIVITY Any common questions/ideas? (5 minutes) Work in groups (15 minutes + 5 minutes writing up) Feedback/discussion (15 minutes)

29. Online support for learning and teaching How can online support for the delivery of teaching and learning help? What can it/we do? What tools are available? Why use online support? What do you use currently?

30. Group exercise Using the sample planning sheet, and the ‘techniques’/‘resources’ in the envelopes, consider the following questions. –How do we want to teach/help students to learn, eg mode of delivery? –What activities do we want to incorporate in the learning/teaching? –What tools/resources are available to support mode and activity?

31. Feedback and discussion Why those choices? Are there other ways of doing (eg cf f2f and online)? What are the implications, eg student working, preparation, time, T&L, support requirements? What are the next steps?

32. FEEDBACK/EVALUATION 5 minutes

33. How would you rate your knowledge of educational technologies? On a scale of 1 – 5, where 1 is low and 5 is high. 1 (low) 2 3 4 5 (high)

34. How comfortable do you feel incorporating technology into your teaching/learning activities? 1 (not at all) 2 3 4 5 (completely)

35. How likely are you to try out new technologies in your teaching/learning activities? 1 (not at all likely) 2 3 4 5 (extremely likely)

36. Feedback Did this meet your needs? What one thing might you change?

37. Getting help Knowledge Base http://servicedesk.manchester.ac.uk/portal/ss/ http://servicedesk.manchester.ac.uk/portal/ss/ Faculty eLearning Teams elearning@manchester.ac.uk elearning@manchester.ac.uk Manchester Distance Learning Network (MaDLeN) http://www.tlso.manchester.ac.uk/distance/ http://www.tlso.manchester.ac.uk/distance/ eLearning modeller http://www.teachinginnovation.manchester.ac.uk/modeller/ http://www.teachinginnovation.manchester.ac.uk/modeller/