CDU Learning and Teaching Week 2014- The Future for Engaging Students

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Key Note Presentation (Via Collaborate) for Charles Darwin Universities Learning and Teaching Week (2014) on the Future for Engaging Students

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  • 1. The Future forEngaging StudentsProfessor Gilly Salmongillysalmon@swin.edu.au gilly.salmon@uwa.edu.au www. gillysalmon.com

2. Education is the passport to the future, for tomorrowbelongs to those who prepare for it today.Malcolm X16/09/2014 G. Salmon CDU 2 3. G. Salmon & R. Angood 2014 4. G. Salmon & R. Angood 2014 5. G. Salmon & R. Angood 2014 6. Head in the Cloud- feet on the ground Exploit Blackboard fully Scaffolding- forassessment, knowledgeand learning E-tivities- aligning &integrating learning activity& feedback Designing with the end inmind Design once, deliver manytimes16/09/2014 G. Salmon CDU 6 7. 16/09/2014 G. Salmon CDU 7 8. Carpe Diem Learning Design Methodologywww.gillysalmon.com/carpe-diem.htmlStage 1:Write BlueprintStage 6Action PlanStage 2:Create StoryboardStage 5:Review &AdjustStage 3 BuildPrototypeStage 4Check Reality16/09/2014 G. Salmon CDU 8 9. CarpeDiemOnLocation16/09/2014 G. Salmon CDU 9 10. Carpe Diem & E-tivities: Situated Learning"strongly supports constructive alignment ...afocus on the learning outcomes, the teachingand learning methods appropriate to achievethose outcomes and the selection ofappropriate assessment tasks ...The storyboard process ...shifts the focus awayfrom course content and towards studentslearning outcomes ."http://www.gillysalmon.com/blog16/09/2014 G. Salmon CDU 10 11. Carpe Diem & E-tivitiesReadiness to changegreat outcomes in seeing staff changetheir minds about online teaching and getexcited by the possibilities. Those staffhave then gone on to champion otherchanges and engage other staff and thisis where you can see the beginnings ofculture change " JGhttp://www.gillysalmon.com/blog16/09/2014 G. Salmon CDU 11 12. Carpe Diem & E-tivities:Time & teams...an engaging workshop for a group ofstaff to design their units or courses...great benefits in bringing together thecontent experts, educationaltechnologists and librarians ...goodoutcomes in a short period of time .I think the sense of achievement that theteams feel at the end of two days is verypowerfulhttp://www.gillysalmon.com/blog16/09/2014 G. Salmon CDU 12 13. Knowledge specialistsone of the library staff who attended...Fascinating, rewarding gave me an opportunityto spend time with and get to know academics Iwould not otherwise have met face to face...speaks for us all.The two day process is one of creativity,innovation and high energyhttp://www.gillysalmon.com/blog16/09/2014 G. Salmon CDU 13 14. The Academic View...what a great opportunity toreflect/review/restructure/focus the academiccontent of our disciplines Units and make thestudent experience vital and more engaging forstudents. I certainly recommend that we put allour Advertising Units in Communication throughthe same process.Thanks also to the extended team learningtechnologists, librarians, researchers andrepresentatives from Blackboard.http://www.gillysalmon.com/blog16/09/2014 G. Salmon CDU 14 15. 16/09/2014 G. Salmon CDU 15 16. G. Salmon & R. Angood 2014 17. Digitalising.16/09/2014 G. Salmon CDU 17 18. Swinburnes Graduate Certificatein Learning & Teaching2003to2012:111completions3semesters2013-4215registrations16/09/2014 G. Salmon CDU 18 19. Swinburne Online16/09/2014 G. Salmon CDU 19 20. G. Salmon & R. Angood 2014 21. 16/09/2014 G. Salmon CDU 21 22. Level of education held byCD MOOC participants14% 78% 8%Bachelor DegreePost GraduateOther16/09/2014 G. Salmon CDU 22 23. Completion RatesNo. of Participants registeredNo. of participants startedNo. of Participants earned all the badgesNo. of participants accessing course at the end14261022181 (17.3%)335 (23%)16/09/2014 G. Salmon CDU 23 24. Social constructive environment insmall groups leading to open badgesCollaboration InformationSharingKnowledgeCreationApplicationOnline Activities16/09/2014 G. Salmon CDU 24 25. MozillaBackpackOpen BadgesNo licenseNo FeeGroups CourseSites by BlackboardFree StaffandStudentSupportImport/export frominstitutionalBlackboardCollaborationMobileApp16/09/2014 G. Salmon CDU 25 26. Tools used in the CD MOOCGroupsWikiBadgesDiscussion BoardsCollaborateAnnouncementsEmailsSpacesRosterSmart ViewsParticipation MapMarketing ToolSocial MediaVideos16/09/2014 G. Salmon CDU 26 27. More about the Carpe Diem MOOCwww.gillysalmon.com/journal-articles16/09/2014 G. Salmon CDU 27 28. G. Salmon & R. Angood 2014 29. Engagementwww.thedigitalaquarium.com16/09/2014 G. Salmon CDU 29 30. 4Quadrants of InnovationDeep DiveShallow WatersPlay PoolTreasure ChestNewCurrent/ExistingNewLearningDesign andTechnologyMissionsMarketsContexts16/09/2014 G. Salmon CDU 30 31. Sponsorship16/09/2014 G. Salmon CDU 31 32. Digital Aquarium Projects Deep Diveevents Learning FuturesSeed FundingResearch andSecondments Students of theFuture Over the Horizon16/09/2014 G. Salmon CDU 32 33. Project Methodology16/09/2014 G. Salmon CDU 33 34. G. Salmon & R. Angood 2014 35. Thanks forwatching16/09/2014 G. Salmon CDU 35 36. References & Illustrations http://www.brainyquote.com/quotes/topics/topic_future.html http://www.pinterest.com/gillysalmon/future-of-digital-learning/ http://www.pinterest.com/phemiewright/moblie-learning/ http://www.scoop.it/t/moocs-by-learning-transformations/ http://www.scoop.it/t/trend-spotting?r=0.49899145729750416#post_4024946376 http://www.scoop.it/t/whats-happening-in-other-sectors?r=0.34750199523485414#post_4024948661 www.scoop.it/t/how-might-technology-impact-learning-provision?r=0.8750795014168828#post_402500082216/09/2014 G. Salmon CDU 36 37. Carpe Diem is based on original research by Prof Gilly Salmon at theUniversities Glasgow Caledonian, Bournemouth and Anglia Ruskin. Itwas developed further at the Universities of Leicester, SouthernQueensland, Northampton and Swinburne University of Technology.See E-tivities 2nd Edition 2013 www.e-tivities.com Chapter 5gives full details of Carpe Diem.Web site for Carpe Diem, handbook and papers :www.gillysalmon.com/carpe-diem16/09/2014G. Salmon CDU37Carpe Diem learning design