10/12/2014 | slide 1
Developing a culture of blended learning innovation
Graham Galbraith & Jon Alltree, facilitated by Mark Russell
Joint Information Systems Committee Supporting education and research
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Joint Information Systems Committee
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Joint Information Systems Committee
Presenters
Professor Graham Galbraith Deputy Vice-ChancellorUniversity of Hertfordshire
Dr Jon AlltreeDirector of Learning and Teaching University of Hertfordshire
Dr Mark RussellDeputy Director, Blended Learning Unit
University of Hertfordshire
Facilitator
Developing a Culture of
Blended Learning Innovation
5th International JISC Online conference
Innovating e-learning 2010
Professor Graham Galbraith, Deputy Vice-Chancellor
Dr Jon Alltree, Director of Learning and Teaching
University of Hertfordshire
• Response to the pre-conference discussion
• Innovation and embedding at UH
•Looking forwards and thinking the unthinkable
Leadership, management and
balance...
• Who should lead developments in students’ technology supported learning experience?
• Can we equate the student ‘output’ standards of the same programme where different modes of education are experienced (e-learning, blended, traditional)?
• What is the right balance between blended or e-learning delivery? In what ways is it subject and level dependent? Should base-line expectations be set across an institution?
From the
discussion
forum
A brief history of (our) time...
In what, if any, ways does this
experience have parallels with
your own institution?
For example:
– A long term strategic vision?
– Scaling up local innovations?
– An institution-wide VLE?
Please post your responses in the chat box
StudyNet • The University of Hertfordshire Manage Learning Environment
– The backbone of our engagement with Blended Learning
– In-house development, based on Lotus Notes
– Drew on the VALE experience and expertise
• It had to be scaleable, therefore built on these principles:– Efficient:
• Automated population of databases with students and staff
• MLE had to talk to MIS
– Easy to use:• Technology brought to individuals not the other way round
• Mainly Do-It-Yourself not Do-It-For-Me
– Implemented strategically• Top level support
• StudyNet Development group – ‘bottom-up’ input into functionality
• StudyNet pedagogic project group – Champions
– Staff development
– Targets
VALE
Collaboration with Ford
Needs of distance learners
Resources and collaboration facilities
One of team moved to central unit
StudyNet rolled out in 2000
Needed to link to other systems
Needed to be simple to use
MIS also bespoke
StudyNet interface
Simple
Personalised and configurable
New features added
0
2000000
4000000
6000000
8000000
10000000
12000000
2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 2007/8 2008/9 2009/10
StudyNet usageThe first 9 years
Logins
Blended Learning Unit
Educational provision where high quality e-learning opportunities and excellent campus based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased
UH CETL bid
Which is the optimum level at which to
foster the development of Blended
Learning for staff and student benefit?
A. Informal self-sustaining networks
B. School/Departmental approaches
C. Faculty approaches
D. Institutional approaches
If ‘other’, please enter your thoughts in
the chat box
Blended Learning Unit
• Reducing barriers– Classroom spec review (supporting LIS)
– Laptops for all academics
– Wireless enabled classrooms
– Staff development
• Curriculum Design and Innovation– Individual and group projects
– BLUSky funding
– CABLE (HEA Pathfinder Project)
– ESCAPE (JISC Curriculum Delivery Project)
• Campaigns eg– Podcasts
– Video
Blended Learning Innovation
Success Factors for embedding Blended
Learning at the University of Hertfordshire
• Office of the Vice-Chancellor support
• Targets driving StudyNet engagement
• Staff development to support engagement with targets
• Targeted funding for Blended Learning initiatives
• Ease of use of StudyNet
• Local champions promoting and supporting StudyNet and Blended Learning
• Bottom-up ownership of StudyNet Development
• Partnership initiatives (CABLE and ESCAPE)
Which of these would/do have the most
impact in your institution?
A. Office of the Vice-Chancellor support
B. Targets driving MLE/VLE engagement
C. Staff development to support engagement
with targets
D. Targeted funding for Blended Learning
initiatives
Which of these would/do have the most
impact in your institution?
A. Ease of use of your MLE/VLE
B. Local champions promoting and supporting
VLE usage and Blended Learning
C. Bottom-up ownership of VLE Development
D. Partnership initiatives for change
management
Next steps ...
• Distance and flexible Learning
• Geographically remote learners
• Campus based learners
• Assessment and feedback
• EVS and Objective testing
• Reengineering of other assessment strategies
Distance and flexible learning
• 25% target by 2015– At least 10% remote learning (up
from 3.8%)• PVC project
• Business development
– At least 15% of our campus based students’ modules online plus classroom (50+% of a module’s structured learning activities online)
• Learning and Teaching Institute support
• Student experience
• Green agenda
• Champions and local targets
Objective testing and large scale
approach to EVS• EVS/Objective testing
– Each student has own handset available for all sessions
– Central support for Questionmark PerceptionTM
mediated exams
– Pedagogic benefits • Greater interactivity, engagement and inclusivity in
class
• Regular low stakes testing
• Module feedback
– Efficiency savings• Decreased marking time
• Fewer referrals
• Increased progression
Our future Challenges
• Technical
– The relationship between the VLE and external services (iTunesU, YouTube, googledocs etc)
• Organisational
– Data accuracy (staff rather than students)
– Increased flexible learning
• Sectoral
– Published information and F2F contact
What are your future
challenges?
Please post your responses in the chat box
Recent events and
drivers for change....
• Do the implementation of the Comprehensive Spending Review and the Government’s version of Browne create a new impetus for Technology Supported Learning?
• Is e-learning primarily about reducing the long term costs of mass education or is it about improving student experience or both?
• A key issue for the future will be transparency of student data. What is the best way of measuring student engagement with learning; and will publishing student ‘contact hours’ disincentivise e-learning developments?
• Will the anticipated growth in private providers force the existing universities to re-consider the role of technology in supporting learning?
From the
discussion
forum
Web image acknowledgements
• Apple.com
• Cellnet.org
• Facebook.com
• Hubpages.com
• Listserve.com
• Martini.com
• Oldcomputers.net
• P Brennan
• P Chatterton
• PC museum.com
• Turningtechnologies.co.uk
• YouTube.com