Presentation on theme: "B reakthrough! Petard(Conference)Petardier (Conference Speaker) Krud (Speaker’s compelling line of reasoning) Brick Wall (Delegate’s attitudes, beliefs."— Presentation transcript:
Petard(Conference)Petardier (Conference Speaker) Krud (Speaker’s compelling line of reasoning) Brick Wall (Delegate’s attitudes, beliefs & assumptions)
Hoist on one’s own petard!
Learning & Teaching in the Digital Era – Challenges Ahead Professor Martin Carroll Pro Vice-Chancellor Academic November 2013
Outline 1.About CDU 2.About Modality and Affordances 3.About MOOCs 4.Predictions
NT is 1.42M km 2 (size of Texas, New Mexico, California combined). But has a distributed population of <1/4M. CDU is the only uni home-based in the NT. Dual-sector (≈9,000 HE and ≈14,000 VET). ≈75% HE students are mainly online. Multicampus + partners. THES Top 400 ranking.
What is CDU doing?
What is CDU doing? (Almost) all HE units use Learnline (our Bb LMS) Learnline unit templates based on best practice. Pre-populated by the accredited unit information. Learnline sites (risk-proportionally) quality assured by academics and professional staff. OER policy, but also investing in the production of high quality interactive digital learning resources (not just content – also activities). Unit information, content and many activities available to students via the LMS irrespective of modality.
Our Learnline Journey (to date) Started 2003 with Bb LMS & Content (initially, voluntary uptake). Now Learn 9.1 SP13 (and around 90% HE unit sites). Use SafeAssign, Community and Outcomes modules. Bb Managed Hosting since 2009 (and BCP since 2012). Learnline Mobile (since 2012, for iOS and Android). Bb Collaborate 12. Bb Student Services (24x7 for students; a/hrs for staff).
Our Learnline Journey (next steps) Bb Analytics4Learn (recognising LMS is not just a content repository, but an activity repository that can inform retention and success strategies). Bb Social (recognising students want social media methods, but don’t want to conflate formal education with personal social spaces). OER Policy and Rich Media Content Management (recognising that rich resources can be interactive and engaging). xpLOR (in order to facilitate collaboration with other unis, including non-Bb unis)
“Online courses are those in which at least 80 percent of the course content is delivered online. Face-to-face instruction includes courses in which zero to 29 percent of the content is delivered online; this category includes both traditional and web facilitated courses. The remaining alternative, blended (sometimes called hybrid) instruction has between 30 and 80 percent of the course content delivered online.”
From “Changing Course, Ten Years of Tracking Online Education in the United States”, Babson Survey Research Group, 2013. Used by ICDE in a 2013 survey on MOOCS.
Mode of Attendance Internal: unit of study for which the student is enrolled.... is undertaken through attendance at the HEP on a regular basis; or where a student is undertaking a HE unit for which regular attendance is not required, but attends the HEP on an agreed schedule for the purposes of supervision and/or instruction. External: unit of study for which the student is enrolled involves special arrangements whereby lesson materials, assignments, etc. are delivered to the student and any associated attendance at the institution is of an incidental, irregular special or voluntary nature. (HEIMSHELP Glossary)
Mode of Attendance Multi-modal: a unit of study is undertaken partially on an internal mode of attendance and partially on an external mode of attendance. (HEIMSHELP Glossary)
Mode of Attendance Multi-modal: a unit of study is undertaken partially on an internal mode of attendance and partially on an external mode of attendance. (HEIMSHELP Glossary) (CGS Guidelines No.1) Multimodal students are those undertaking the multi- modal mode of attendance
Mode of Attendance Multi-modal: a unit of study is undertaken partially on an internal mode of attendance and partially on an external mode of attendance. (HEIMSHELP Glossary) (CGS Guidelines No.1) Multimodal students are those undertaking the multi- modal mode of attendance, where at least one unit of study is undertaken on an internal basis and at least one unit of study is undertaken on an external basis.
What Are Modes Really? Student cohort management mechanisms that maximise organisational efficiency by sorting students into groups with prescribed and limited ranges of engagement methods and timelines.
Is this student- centred?
SELT (2012) Responses Students differ extensively on expectations of modality: Some expect or want “external” mode to mean solo and asynchronous. They believe group work or synchronous engagement is antithetical. Some want internal & external students to mix. Some on-campus students (and staff!) are confused about how Learnline fits into an internal modality. No-one wants their modality to be inferior, but some external students – particularly adults – are more forgiving / tolerant.
Video conference 2 nd Site Main Site Bb Collaborate Mobile devices Learner Teacher Room
Video conference 2 nd Site Main Site Bb Collaborate Mobile devices Learner Teacher Room
Affordances and Modality 1/4 We need to respond to how students want to engage. Time to refine modality. Consider modality as a “designed collection of affordances.” Affordance: any support, mechanism or resource for facilitating student learning (may be sociocultural or technical). A unit may have different unit offerings, differentiated as modalities with different affordances, but this gives rise to concerns about equivalence. Moreover, new affordances arise all the time, enabling innovations in curriculum design and delivery.
However, students have uneven access to affordances, raising equity concerns. It is vital to understand student markets by their affordances. So how do we innovate while maintaining equity and equivalence? By differentiating between reliant and augmenting affordances. Affordances and Modality 2/4
Reliant affordance: one (or a choice of one from a selection of alternatives) which a student must access in order to achieve some or all of the required learning outcomes. Augmenting affordance: one which a student may, but is not required to, access in order to enhance their learning experience. Note: the Internet (and a Learnline Unit Site) is not a single Affordance; it is also as a vehicle for many other affordances, not all of which are universally accessible (e.g. due to bandwidth, cost or platforms). Affordances and Modality 3/4
Understanding affordances drives good curriculum design and alignment with student cohorts. And enterprise-wide systems policy (e.g. Learnline Templates, preferred pedagogies, centralised purchasing and support decisions). Vital that we: –develop modalities with suitable choices of affordances for students; and –communicate them clearly to students, in advance of unit enrolment. Affordances and Modality 4/4
Mode A Mode BMode C
Mode A Augmenting Affordances (mainly learning activities) Mode B Augmenting Affordances (mainly learning activities) Mode C Augmenting Affordances (mainly learning activities)
Reliance Affordances (mainly unit information, access to content, and summative assessment) Mode A Augmenting Affordances (mainly learning activities) Mode B Augmenting Affordances (mainly learning activities) Mode C Augmenting Affordances (mainly learning activities)
M CS M CS Let’s talk about
What we know about MOOCs Delivered online, usually free. Almost always short courses – not whole programmes. Mostly not for credit (insufficient academic controls). Typically require no formal pre-requisite education. The range and quality of affordances varies tremendously (really no such thing as a MOOC). Retention rates are generally very low – but most registrants are MOOC tourists, not “serious” students. Used to promote brands (often of on-campus unis!). Recognition via badges and other social tokens.
MOOC Myths 1/2 MOOC is synonymous with online higher education (the course is the same as the on-campus version). It doesn’t matter what knowledge and skills the student has upon entry. Students are better off accessing the course run by the world’s leading luminary. Enough good quality content is out there – just grab it and use it. Production costs are therefore low.
MOOCS are massive. Online education enables greater staff:student ratios. Online units (not just MOOCs) are cheaper to run than on-campus courses. A 100% final exam is sufficient for assessment purposes. MOOC Myths 2/2
MOOC Benefits Enables free price (but high cost!) access to organised uni-level content. Helps push the boundaries of rich educational media and learner analytics. Helps to promote brands (but some ethical challenges). Appeal to people wanting short courses and JIT courses. Useful for informal online learning. May help universities transition into online education methods.
Predictions Some MOOCs will convert from informal to formal by introduce academic controls (e.g. accreditation, student authentication, entry standards or prerequisites, invigilated assessment and moderation) to get credit. Informal learning will grow in volume and importance, through universities and other providers. Badges will grow in social currency and may become regulated. Regulators may accept a limited proportion of degree credit for informal MOOCS as a form of RPL.
Professor Martin Carroll Pro Vice-Chancellor Academic +61 8 89466333 email@example.com www.cdu.edu.au Try our new MOOC “Charles Darwin, Evolution and the Tropical Australia” at https://cdu.coursesites.com/ firstname.lastname@example.org www.cdu.edu.auhttps://cdu.coursesites.com/