Rethinking staff learning through collaborative online technology and

the peer learning experience Megan Saville, Julia Philips,

Matt Harding

UNSW Australia: 2014 Snapshot

>> Using technology to sustainably personalise at scale <<

54,517 Student Enrolments

38,828 Student Load (EFTSU)

21,762 Commencing Enrolments

Bachelor PG

Coursework

Masters Coursework

Masters Research

Doctorate

Students by Degree Level

8 Faculties 48 Schools

129 Affiliated Institutes and Centres

Science, Engineering & Medicine

(SEM)

Humanities, Creative Arts & Social Sciences

(HCASS)

Who are we?

Outreach Team (Academic relationship building & outreach)

Services Team (Specialised research & reference support)

Academic Services Unit (ASU)

Background

UNSW Australia assigned copyright compliance to UNSW Library

ASU responsible for fielding copyright & licencing questions!

Development of staff capabilities incorporated into operational plan

P2PU C4E online course undertaken by project team Approval to adapt course provided A C4E adapted and contextualised into C4HE

2013/14

ASU

UNSW Library Operational

Plan

Copyright 4 Education

Copyright 4 Higher

Education

What did we do?

Adapted

Core topics reused and adapted from P2PU C4E

online course

Contextualised

Sourced open higher education content and in-house copyright and

licensing enquiries

Content

Copyright and licensing matters in HE

Focus on OA, CC and OER resources

Collaborative

Simple yet novel use of technology to facilitate

collaboration

Peer learning

Informal peer feedback and formal review within

and across groups

Experience

Ethics approved survey indicates positive

opportunity for CPL

How did we do this?

Creation of dedicated Google

Drive & Docs

Contextualised content developed

3-6 months

ASU staff divided into cross-unit

groups

Introduction and familiarisation with collaborative tools

& content (Weeks 1-2)

Groups collaborated to

create knowledge artefacts

(Weeks 3-7)

Peer review of other groups’ work

(Weeks 3-7)

Capstone added to support meaningful reflection

(Weeks 8-9)

End of course and certificates

… and survey!

Where did this happen?

Google Drive Learning platform

Google Docs & Slides

Content & collaborative knowledge artefacts

Gmail Delivery of linked content

& correspondence

Advantages

• Scalable learning program • Allowed synchronous and asynchronous collaboration and iterative development of content • Consistency across multiple systems • Extended professional learning to collaborative technologies reflecting flipped and blended

learning modalities • Contextualised copyright law with online technologies

Why peer learning?

Continuing professional

learning

Related to workplace practice

Reflects student

experience

Relationship building

Supportive learning

environment

Knowledge co-creation & transfer

Formal & informal learning

Extended from: Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, (2), 702-739

What was the experience? What value do you think this training has provided to you?

0 10 20 30 40 50 60 70 80 90

Resources to answer future enquiries

Contextualised copyright for higher education

Great refresher of copyright

Opportunities to collaborate with other staff and share knowledge

Gain familiarity with online collaboration tools (Google Drive)

Opportunity for facilitated professional development

% of respondents

What was the experience? As a result of completing the Copyright 4 Higher Education course have there been changes to your communication with other staff or teams in the library?

0% 25% 50% 75% 100%

I have more frequent communication with other

staff/teams

I have more direct communication with other staff/teams

I have more open communication with other staff/teams

I communicate with staff/teams I had not communicated with

before

Strongly Agree

Agree

No Change

Disagree/Strongly Disagree

What was the experience? How would you rate your working knowledge of copyright prior to commencing this course and after finishing this course?

0 10 20 30 40 50 60 70 80 90

None

Basic working knowledge

Functional working knowledge

Very good working knowledge

In depth working knowledge

% of respondents

Before After

Bedding into pedagogical framework: Herrington’s authentic learning matrix

Adapted from: Herrington, J. (n.d.). A matrix of authentic learning. Retrieved from the Authentic learning website: http://authenticlearning.info/AuthenticLearning/

Academic tasks in

academic settings

Realistic tasks in academic

settings

Realistic tasks in a real

workplace

Academic tasks in realistic settings

Elements of authentic learning as evaluation criteria

Herrington, J., Reeves, T.C & Oliver, R. (2010). A guide to authentic e-learning. London and New York: Routledge

Element Authentic Characteristics

Provide authentic context that reflects the way the knowledge will be used in real-life

1 of 2

Support collaborative construction of knowledge 2 of 2

Provide authentic activities 4.25 of 5

Provide access to expert performances and the modelling of processes

3 of 3

Provide multiple roles and perspectives 1 of 2

Promote reflection 4 of 4

Promote articulation 2 of 3

Provide coaching and scaffolding 1 of 2

Provide for authentic assessment of learning within the tasks 2 of 4

20.25/27 (75%)

How authentic was the course?

Herrington, J., Reeves, T.C & Oliver, R. (2010). A guide to authentic e-learning. London and New York: Routledge

What did we learn? • Capstones work to consolidate learning and support critical reflective practice • Professional judgement and self-reflection are not intuitive or common skills

– What constitutes successful completion of tasks, assessments, projects? – Staff training does not necessarily result in continuing professional learning

We have work to do… but we’re on the right track!

Where to from here? The opportunities ahead… For the course: Plan to run again in-house Run a CC BY open version?

For ASU: Confident with copyright triage and MOOC copyright roles Further CPL under development using our online collaborative peer learning framework Change our staff focus from Professional Development to Continuing Professional Learning

For our research: How do we create authentic personalised learning experiences for students and staff?

For UNSW academics and students: Using adaptive learning tools to create a more authentic, personalised, sustainable and scalable learning experience

Thank You and Acknowledgements

• Academic Services Project Team – Matt Harding is an Information Services Librarian in the HCASS team. He has

worked at UNSW since 2014 prior to a career in public and technical libraries. – Rachel Jones is an Information Services Librarian in the SEM team. She has

worked at UNSW since 2007 and previously at UTS Insearch.

– Julia Philips – Megan Saville – Alison Makins, UNSW Library Compliance Officer

Further Reading • Webster-Wright, A. (2009). Reframing professional development through understanding authentic

professional learning. Review of Educational Research, (2), 702-739. http://www.jstor.org/stable/40469054

• Herrington, J. (n.d.). A matrix of authentic learning. Retrieved via http://authenticlearning.info/AuthenticLearning/Matrix.html

• Boud, D. and Rooney, D. (2015) What can higher education learn from the workplace? In: Transformative perspectives and processes in higher education (Dailey-Herbert, A. and Dennis, K.S. eds). Springer:Cham

• The New Media Consortium. (2015). The NMC Horizon Report: 2015 Higher Education Edition. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/

• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press: U.K.