Brief notes from Day 2;
Reimagining Assessment: Measuring Student Performance Following Covid-19. Professor Helen O’Sullivan. Pro-Vice-Chancellor (Education). Keele University
Case study based on Keele University (Flexible Digital Educational Framework). Cannot separate out assessment from curriculum design. See JISC Mindset for digital design, https://repository.jisc.ac.uk/8133/1/2030-strategy-framework-for-university-leaders.pdf. 1. Renovate phase. Strong institutional support to changing assessment – workshops on alternatives to exams (investigated and REJECTED remote proctoring) 2. Evolve. Accelerated the FDEF. Existing terminology not very useful, one alternative Robin DeRosa’s continuum Human or Content centred. 3. Transcend. No going back to how things were before (AI, analytics, personalised feedback, Programmatic assessment, VR and simulation, digital co-creation).
Tools, Tips and Guidance to Get the Most out of Your Live Online Teaching. Esther Barrett. Subject Specialist: Digital Practice. Jisc.
How do we include live sessions that create interactivity? (based on Certificate on Online Facilitation – COLF)
Welcome: Make people comfortable. Mention start and finish times. Have ground rules (cameras on?). Mention recording.
Introduce the platform (eg MS Teams, PE, Mentimeter). Quick yes/no can be useful. Chat is your friend! Use polls.
Use whiteboard (in teams)- quadrant methods – pencil tool good for word search (esp. for intro activity) https://www.puzzle-maker.com/WS/
Engaging the invisible audience – PP sides design (too busy, font too small, keep it simple). Establish the focal point of the slide. Type faces. Font size never go less than 32. Colour contrast. One point per slide. Balance between text and design. Copyright free images. Robust structure/repeated layouts. Follow up: shared screen quizzes, capture screens.
Webinars, online classes and meetings – From yawn to yay! – https://www.jisc.ac.uk/training/webinars-online-classes-and-meetings-from-yawn-to-yay
Active Digital Design – Designing Engaging Content for Blended Learning Delivery Dr Christine Rivers. Co-Director Centre for Management Education, Surrey Business School. Director of Learning & Teaching. University of Surrey. Anna Holland, Deputy Director of Learning and Teaching (Interim), University of Surrey.
Active Digital Design – Designing Engaging Content for Blended Learning Delivery
ADD – based 5 principles (Explore, collaborate, create, share, reflect).
Key principles of Hybrid Education: Blended online first, equitable learning opportunities, Build learning communities, online assessment.
- Live learning (synchronous) – f2f (seminars, workshops, Labs) and online (seminars, workshops, Labs)
- On demand learning (asynchronous) – guided by the lecturers (pre-recorded videos, online activity such as discussion forums)) and independent (what the student does by themselves, research etc)
All of this has to aligned with assessment, feedback and support.
Steps to ADD:
Step 1: Consistent and structured module template.
Step 2: Supporting visuals – these were conceptual module maps
Step 3: Learning icons were integrated into the VLE
Step 4: Narratives – Guided and scaffolded learning
Step 5: Learning resources sets – bite sized videos and deeper learning materials
Train and develop staff at scale (100 staff in learning design sprints over the summer). Daily training with on call support plus daily 121 coaching session + online elearning space. Started with Aims/assessment – had space and time to think about purpose of the module – worked closely on ‘on demand’ and ‘live’ learning that wasn’t passive (practicing skills) How do we make the learning active and create additional value? If we have a video of a lecture how do we make it active? How do we follow that up with a guided learning activity?
As a result we have moved from large lectures to smaller tutorials.
Feedback from staff – confidence levels increased.
Individual academic voice was very important in the design of the modules – which allowed scope for academics to make it their own (while still maintaining consistency of module navigation).
Feedback from students – was very positive (!) icons are appreciated – appreciated continuity – confidence to ask questions in class.
Things to consider:
- Time in creating online learning – frontloaded.
- Digital skills have been developed and advanced relatively easily.
- Confidence levels – started to grow
- Culture and leadership – need the support of staff
- Programme level– ADD must be implemented at a programme level as a minimum.
- VLE – principles of ADD remain the same
- Resources – is time consuming – but there is guidance we can follow that can create engaging narrative produce scaffolding learning
- Transformation level – what transformation level are you willing to engage with? And that is the driver to ADD.
Redesigning Technical Courses and Practical Teaching for Blended Learning. Tyrone Messiah, Head of Technical Services, Staffordshire University
Challenges faced: Digital literacy, Consistency and quality, Resources, Pedagogy
Case studies on pre-recoded sessions, live streaming and instructional videos.
Testing competency needs to be done on campus.
Looking to the Future: How Do We Develop More Inclusive Blended Learning Post Covid-19? Diana Laurillard, Chair of Learning with Digital Technology, Knowledge Lab, UCL Institute of Education.
How are Unis being inclusive? No. of OS 340K+ generating £220Km
Pandemic has exposed the digital divide esp. North/South divide.
SDG4 65m teachers needed by 2030 for universal access to education globally. World response to pandemic has been rapid – digital education can be the answer!
How might we improve our openness?
Answer: based on case study in Lebenon – co-design project, using MOOC platform to provide support – Co-design approach (Engage, design, extend, embed sustain) Develop the course: A MOOC on Educators for Change: FutureLearn in English. Developed collaboratively in workshops with stakeholders. Teachers from the community became teacher-educators in the MOOC.Rich video resources and collaborative activities encouraged other teachers to test new ideas in their own educational spaces. 30K+enrolements
Embed the MOOC in the campus course ‘Educators for Change’ in collaboration with Lebanese universities. Exemplar for a localised blended learning version of the MOOC created a face-to-face (f2f) course in collaboration with the Lebanese American University and the Lebanese University. timed to take place alongside the MOOC. 29 teachers graduated from this blended learning TPD course . f2f sessions provided opportunities for: presentations, group discussions, activities using the tools introduced in the MOOC
Can this be scaled up?
YES! 10% of the 30,000 teachers enrolled in the Teaching Online MOOC ran their own blended version of the course with 30 teachers each. the MOOC could reach 3,000 x 30 = 90,000 teachers across MENA region. each of 90,000 teachers teaches, say, 100 students = reach of 9m students
This seemed widely optimistic to me ..