Embed Size (px)
DESCRIPTION
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker. Jisc conference 2010.
Citation preview
10/12/2014 | slide 1
Sustaining innovation in curriculum delivery
Gus Cameron, Marion Manton & Phil George, facilitated by Simon Walker
Joint Information Systems Committee Supporting education and research
• How do institutions successfully promote,
and adopt, innovative practice to achieve
transformational and long-term change?
• How can we sustain innovation in
curriculum delivery in a climate of
economic restraint?
• What types of organisational cultures and
habits help in lowering the barriers that
prevent curriculum innovation and change?Joint Information Systems Committee
Joint Information Systems Committee
Marion Manton is eLearning Research Project Manager at Technology-Assisted Lifelong Learning (TALL), in the Department for Continuing Education at the University of Oxford.
Phil George is eLearning manager for Kingston College with responsibility for teacher’s professional development and training in eLearning and blended learning practice.
Gus Cameron is a Research Fellow in the Department of Biochemistry at the University of Bristol.
Simon Walker is Head of the Educational Development Unit at the University of Greenwich
Presenters
Facilitator
Session practice
Joint Information Systems Committee
Text-chatting
Elluminate layout
Audio
Whiteboard
Technical problems
• Use the text-chat to engage with other delegates, presenter and moderators.• You can send private text-chat messages e.g. to moderators or to individuals.
• You can change your Elluminate layout to “Wide layout” to make it easier to follow the text-chat (select “View … Layouts…Wide layout”).
• If you are distracted by the text-chat, you can “unlock” the Elluminate layout to enable you to adjust the size and position of the text-chat sub-window (uncheck “View…Layouts …Layout locked”)
• It is best to run the Audio Set-up Wizard to test your audio set-up each time you enter an Elluminate room (select “Tools…Audio… Audio setup wizard).
• You must use a headset/microphone if you want to ask a question in audio.• Only use your microphone when guided by a moderator – click on the mic
icon (bottom-left of screen) to turn it on and click on it again to turn it off.
• Only draw on the whiteboard if guided by a moderator.
• Send a private text-chat message to “moderators” and they will try to help.
PART 2
Barriers and Enablers
PART 1
Project Presentations
Session format
Intro
Simon
Walker
Project presentations
• Gus Cameron
• Marion Manton
• Phil George
Discussions Project challenges &
how they were dealt with
• Gus Cameron
• Marion Manton
• Phil George
Discussi
onsIntro
Simon
Walker
Wrap-
up
Simon
Walker
Asynchronous discussions
Text-chat Text-chat
Asynchronous discussions
Resources
http://tinyurl.com/jiscsustaiinov
PART 1 – Project Presentations
Joint Information Systems Committee
Gus Cameron
Gus Cameron
Dr Mark Downs, Society of Biology CEOcomments on fees increase 4th Nov ’10“We must ensure that the option for universities to
charge potentially large differential fees does not force
universities to offer less hands-on practical experience
in the field or laboratory.”
Bristol Biosciences Laboratory Teaching1000+ mainly “traditional” students.
20000+ pieces of coursework.
100000’s of student contact hours.
1000’s of staff hours.
£100000’s spent in space, equipment and
consumables.
How do we maximise the value of the resources and effort?
We believe the key is 1) better student preparation and 2) better feedback.
Context
Where we were.
Opportunities. Challenges.• Very time-consuming to assess
individual student achievement.
• Consequently relatively few
summative marks were assigned
to laboratory work.
• Which, combined with students
being increasing mark-focussed,
• leads to relatively low engagement
with laboratory classes from both
staff and students.
• In summary, there were few
incentives for students to prepare
for laboratory classes.
• Students can be expected to have
broadband and be able to use the
standard web technologies.
• Web content-creation tools no
longer require high-level expertise.
• Most staff familiar with VLEs.
• Reducing time spent marking
allows more in-lab time for staff.
• Existing provision was poor and
had not been changed in many
years.
What we did.
The eBiolabs site. The students said
• Created a new site dedicated to
laboratory teaching,
• and populated it with very high
quality resources.
• We encouraged the students to
engage with it (marks!),
• which meant they got more out of
the lab sessions.
• We automated the marking, which
freed-up staff to work in the lab.
• Which improved feedback and
confidence in assessment.
Where we are going.
• Two years in and now
supporting ten bioscience
courses (800+ students).
• Leveraging economies of
scale and reusing resources.
• Provided the impetus to
develop a full electronic
“marks, feedback and
attendance” system.
• Moving across Faculties /
disciplines.
• Licensed to another
university.
Marion Manton
DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNING
CASCADE
Developing new models to transform the delivery
and support of learning for continuing and
professional learners at the University of Oxford
15
Context/Drivers
Department for Continuing Education, University of Oxford Diverse body of 15,000 part-time students each year
Courses at all levels from open access to PhD
Subjects from Nanotechnology to Philosophy
Courses available for study online, f2f, blended learning
Challenge: Help offset the loss of funding resulting from the Government’s ELQ policy by using technology to:
Improve the efficiency of the Department’s activities
Develop new or repurpose existing activities
Improve levels of service for staff and students
5 focus areas Online assignment handling
VLE support for courses
Generic content
Course design
Online payment and enrolment
16
Challenges/Questions
Open ended problem - managing scope
Very diverse department
students
staff
courses
Focus on operational services
everything affects everything and everybody else
some things cannot be changed
Changing culture from "could/should we use to technology" to "how will we use technology"
17
Where we are now
18
Future vision
Staff confident in using technology to perform their role
Technology-supported aspects of curriculum delivery embedded in Departmental practice
All programmes using technology appropriately to maximize efficiency, service and reach without sacrificing quality
All award-bearing courses supported by a VLE
Developed from a template or existing provision
Including relevant generic content
Allowing online assignment submission, if required
Online enrolment and payment available for all courses.
DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNING
Thank you
Joint Information Systems Committee
Phil George
KUBEKingston Uplift for Business
Education.
Why and How?
• Significant challenges identified on the Higher Education Business programs running at Kingston College. (BABM BA in Business Management. HND Business Management. Foundation Degree in Business)
• To attempt to address issues of learner attendance, engagement and achievement.
• To examine changing the delivery of the programmes to fit with changing patterns of the students behaviour and lifestyle.
• To explore models of blended learning solutions which best exploit the available technology and permit re-purposing of existing resources.
• To build a repository of well designed editable blended learning objects.
• To enhance best practice and collaboration amongst teaching practitioners.
• Kube used a variety of tools and techniques to address the core elements of the project.
• Seek to create engaging blended learning activities using a variety of tools and techniques.
• Attempt to address some of the issues identified by learners using technology supported solutions.
What we did
Deployment of a wide selection of blended learning resources.
Where are we going?
Drivers?The Learner Voice:“All the online resources have helped me with my learning.”“Podcasts help me to refresh my learning”.“I listened to a podcast just before my Business Accounting test and I remembered everything!”“The online material helps me to prepare for lectures. I get an idea of the main points before I turn up.”“I like to test my knowledge, and I like doing something interactive so you are engaging a bit more.”“I think the podcasts and ‘drag and drop’ activities etc are essential. They help you to find the gaps in your knowledge which you can’t do just listening to lectures.”
Challenges?Organisational and Human•Resources.•Uncertainty.•Confidence issues•Fear of change•Organisational buy-in•Work patterns•Measurement and•Evaluation•Infrastructure•Attitudes and behaviour
How will we get there......?
KUBEKingston Uplift for Business
Education.
Thank you.Phil GeorgeHead of eLearningKingston [email protected]
KUBE project resource site.Username jiscguestPassword welcome2KC
Discussions
PART 2 – Barriers and Enablers
Joint Information Systems Committee
Marion
Phil George
Gus Cameron
Simon Walker
Wrap-up
