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Matt Bower 1, Jacqueline Kenney 1, Albert Atkin 2, Deborah Richards 3, Leigh Wood 4 and Mauricio Marrone 5 Departments: Education 1 ; Philosophy 2 ; Computing.

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Presentation on theme: "Matt Bower 1, Jacqueline Kenney 1, Albert Atkin 2, Deborah Richards 3, Leigh Wood 4 and Mauricio Marrone 5 Departments: Education 1 ; Philosophy 2 ; Computing."— Presentation transcript:

1 Matt Bower 1, Jacqueline Kenney 1, Albert Atkin 2, Deborah Richards 3, Leigh Wood 4 and Mauricio Marrone 5 Departments: Education 1 ; Philosophy 2 ; Computing 3 ; Applied Finance and Actuarial Studies 4 ; and LTC 5 Matt Bower & Jacqueline Kenney, School of Education, Faculty of Human Sciences Learning Technology Research Cluster 29 May 2013

2 Project aim: What would it take to run 1.Review international practice and state of the art design/implementation; 2.Outline implementation issues, requirements and parameters for key University centres/offices; 3.Specify design of one unit per Faculty (Critical Thinking: Philosophy - FOA; Principles of Financial Literacy: Finance – FBE; Software Engineering: Computing, FOS; ICT and Education: Education, FOHS) 4.Disseminate findings Participants:Approach: Albert Atkin, Annabelle Lukin, Andrew Burrell, Carlos Perez, David Wright, Deborah Richards, Dominic Verity, Eamon Vale, Elaine Huber, Gayathri Wijesuriya, Grant Sayer, Helen Carter, Ian Solomonides, James Hamilton, Jason Elias, John Hedberg, Jonathan Wylie, Judyth Sachs, Kathy Vozella, Kelsie Dadd, Kristina Smith, Leasa Speck, Leigh Wood, Luke Williams, Marc Bailey, Maree Gosper, Marianne Morton, Maxine Brodie, Megan Breden, Mitch Parsell, Paul Luttrell, Pavle Jeric, Sherman Young, Terrence Collins Innovation & scholarship focus: Innovation & scholarship focus This project: explores a transformative and cutting edge area of learning and teaching practice (original & innovative); shares pedagogical and contextual analysis (scholarship); and extends the capacity for new offerings (contribution to MQ). L&T plan focus The project: ensures quality & continual improvement (curriculum & teaching); fosters student engagement (University, community & graduate capability); and supports research- enhanced learning and teaching. explores a transformative & cutting edge L&T practice (original & innovative); shares pedagogical & contextual analysis (scholarship); and extends the capacity for new offerings (contribution to MQ). ensures quality & continual improvement (curriculum & teaching); fosters student engagement (University, community & graduate capability); & supports research-enhanced learning and teaching. L&T plan focus:

3 Diana Laurillard, London Knowledge Lab (2013) I don’t think they’re new and I don’t think they’re innovative …so far. I think what has caught people’s imagination is the sheer size of the numbers they’ve attracted and the size of the investment they’ve attracted.... Nobody … has cracked that 1:25 ratio of staff to student to make a really worthwhile education and that is what we really have to do MOOCs as game changers: Economic pressures on higher education Change academic admission requirements Transform academic remuneration Promote universal design for diverse ability Diverse new participation roles for facilitation Highly varied new roles for educators Technology uses that emphasize pedagogic skills Variously-defined ‘success’: Student numbers (enrolment or completion) Quality and reputation of presenters / participants Institutional prestige as MOOC provider Spin-off courses produced by participants Repeat offerings of a popular MOOC Offering sponsored tools and resources How extensively truly open content is utilised The quality of individual learning activities Phase 1

4 Phase 2 Consultation outcomes OPENNESS Yes – offer MQ MOOCs Strategy ahead of action MOOCs fit in a spectrum of offerings (how and why at MQ?) MOOCs must pay off Opportunities for MQ unique MOOCs Make quality the priority Experiment as it is vital for learning Match MOOCs to stakeholders

5 Critical thinking An immersive learning experience using gamification and nudge principles for learners to progress through levels of self-selected topic strands in a self-sustaining, perpetual and non-linear course. Software engineering A course that layers options for depth of engagement in learning activities and multiple levels of small group and larger group interactions to explore the why and how of quality software development and processes. Financial literacy principles An “everyman” course, parallel with a MQ course, pedagogically designed for ALL learners to attain a sound basic knowledge, and skills, so the learner can better plan and manage the financial world around them. ICT in education Participants are offered the opportunity to sign up for a high-quality university course that combines foundational principles for learning with technology and best-of-breed educational technology applications. Phase 3 Design outcomes

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7 Project outcomes: Facilitation of high-level and significant discussion University-wide Integrated across other University initiatives Involving non-project stakeholders Generation of internal and external interest through presentations at L&T Week, seminars and LTRC Repository of materials – MQ Wiki Online review-a-mooc tool Collaborative design review tool Publication in progress Final report (available next week)

8 [ ] a s s i v e p e n n l i n e o u r s e s moocmooc Thank you. Contacts:


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