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Neil MorrisDirector of Digital Learning
Professor of Educational Technology, Innovation and Change
University of LeedsNational Teaching Fellow
Image © University of Leeds
Email: [email protected] Twitter: @Lt_tech_he, @unileedsonline
Moving Higher Education forward in a digital age: realising a digital strategy
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Session overview
• Changing landscape of Higher Education• University strategies and policies• Lecture capture and multimedia management• Digital learning channel portfolio• iTunes U and MOOCs
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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
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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
Mobile learning in action
Deep learning
Multimodal learning
Any time, any place
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
SEC3 2014 Engaging LeedsGuidance on OERs
Blended learning strategy
Face to face classe
s
Learning resources
Event capture
Interaction collaboration
Social media channels
Mobile devices
Online assessment
Research
Blended Learning Strategy
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
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.
Teacher as content provider
Teacher as content
advisor or curator
Student learning
Face to face teaching
Other learning materialsOther
learning materials
Restricted online
material
Publically available
online material
Learning materialsStudent sourced
contentStudent produced
content
The change nature of academic practice
Multi-channel content
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
REC
Open desktop software and press record. Screen, audio and video captured.Automatic upload to system for review, edit and approve.
Make available tocolleague, 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 contentOne simple interface Intuitive editing toolsSeamless integration
Review, Edit, ApproveOne 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 approveOne simple interface for review, edit and approve. In VLE or via ‘MyMediaSite’. Remove video, add content, edit material.
Publish and viewSimple 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 platformBespoke University video channel for all learning, teaching, research and marketing content
iTunes U and YouTubeOne 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 AUDIENCENote: At this stage of the project, this diagram is indicative and for illustration purposes only.
LearningTeachingResearch
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
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 tocolleague, VLE or public.
Problem-solving
Discussion
Creativity
Conceptual understanding
Active learning
Digital learning channel portfolioGuidance 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)
Guidance on OERsJorum window
www.leeds.jorum.ac.uk
iTunesUGuidance on OERsiTunes U
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
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
MOOC pedagogy
Social constructivist Participatory Active
learning
Research-based
Teacher- and participant-
focused
Digital literacy support
Multi-format content
Accessible content Social
SEC3 2014 Engaging LeedsGuidance on OERsMOOC portfolio
Delivered:
Confirmed for 2014:
second is is
Images © University of Leeds
second is is
Images © University of Leeds
Test score success correlates most strongly with quiz completion, followed by videos, followed by discussion.
Key MOOC metricsWhen Worlds Collide: Fairness
and NatureExploring Anatomy: the human
abdomenAn 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%)
Participant qualifications
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 tool48-65% 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
Future online learning strategy
Free online courses
Paid online courses
CPD courses
Private courses
Hybrid courses
Accredited courses
Co-produced courses
The future of digital learning
Online accreditation
Hybrid courses
Digital literacy
Game-based
learning
Personalised learning
Integrated tablets
Learning analytics
Bricks and mortar universities have a future.
But we must embrace digital learning.
Students today are not like we were as students.
They live in a digital world.
Education can be enhanced by appropriate use of technology.
Their future success relies on you equipping them with the skills to learn in a digital world.
References and acknowledgementsMorris, 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 LeedsAll data © Neil Morris, University of Leeds
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
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