1. Facilitating active learning opportunities for students through the use of TEL tools: The case for pedagogic innovation and change Dr Richard Walker Head of E-Learning University of York, UK British Council International Seminar on Teaching-Learning and New Technologies in HE India Habitat Centre, New Delhi, India 25-26 Feb 2016

2. The changing face of higher education Higher education has been reshaped over recent years: –the marketisation of higher education (national & global competition) –demand-driven expansion of UG education –the emergence of students-as-consumers, exerting wishes for new kinds of educational provision; –the potential of new digital technologies; and –the apparent potential (that new educational environments are opening up) for widening higher education at reduced unit costs (Barnett, 2004:8)

3. Student expectations Expectation that technology will:  Enable more flexible learning (National Union of Students, 2010)  Offer better administration, resource provision and support for independent learning and  Be applied where relevant, but will not undermine contact time on campus (Bone, 2013) Expectation of students as partners, not consumers. Active involvement in:  Scoping and planning TEL developments  Co-creation - curriculum design (Wenstone, 2013)

4. How should HE institutions respond?  Market differentiation in programme design: –Distinctive portfolio of programmes (design, outcomes & transferable skills) –Flexible entry points and pathways to degree courses, attracting a diverse student body –Flexible delivery methods: increased online provision  Learner engagement (retention & progression): –institutional responsiveness to student expectations and needs (through well-defined academic support and service delivery; greater use of learner analytics) –Ensuring the quality of the student experience through innovative teaching, support & service provision  Learner flexibility: –Flexible and interactive learning experiences through the informed use of digital technologies (evidence-based)

5. Modes of student engagement using TEL tools  Self-study resources & extension reading  Discussion space & peer support  Formative assessment activities Enabling learning Enhancing learning Transformative learning Extending range of learning opportunities active learning and engagement Increasing flexibility & access to learning  Personalised learning pathways  Collaboration & communities of inquiry  Student-led teaching & discovery-based learning

6. Blended Learning Models ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion B – VLE Dependent (i) Content (ii) Communication (iii) Collaboration (iv) Assessment Student-centred activities requiring active engagement Online activities for (i), (ii), (iii) or (iv). Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion B – VLE Dependent (i) Content (ii) Communication (iii) Collaboration (iv) Assessment Student-centred activities requiring active engagement Online activities for (i), (ii), (iii) or (iv). Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment C – VLE Integrated Online environment as key locus for learning, supporting knowledge acquisition, skills development & assessment Student-staff interaction within VLE, plus face-to-face Activities as per B (i), (ii), (iii) and (iv) Learner interaction to resources, assessment & collaboration tasks online

8. How is flipped learning being used at York?  Preparing students for lab work: ‘Practical work in Chemistry’  Range of instructional videos and compulsory ‘pre-lab’ quiz must be completed (and passed) on the VLE  Establishing baseline knowledge and standards for students to engage in lab work

9. How is flipped learning being used at York?  Problem-based learning: Law  Case-based learning: Health Sciences –PGDip Nursing: problems presented via online lecture beforehand with prompt questions / cases and preparatory questions to consider before seminar

10. Sector challenges in the adoption and embedding of TEL  Consumerism and the mainstreaming of student services through learning technologies –broadening the range of technologies but with enterprise-wide goals in mind –speed of change / diversity of systems, services (BYOS) and devices (BYOD) to master and support  Can this be compatible with pedagogic flexibility and the academic freedom to experiment and ‘freedom to fail’?

11. Institutional provision of tel tools Tool201420122010 VLE95%100% Other tools: Plagiarism detection95%92% E-submission85%87%89% E-portfolio78%76%72% Blog73%72%74% E-assessment71%79%80% PRS/clickers70%-- Wiki66%74%75% Source: UCISA 2014 TEL survey

12. SOFTWARE TOOLS USED BY STUDENTS Tool201420122010 Social networking 64%73%81% Document sharing 62% 52% - Blog 59%60%59% Social bookmarking31%40%48% Media streaming26%-- Source: UCISA 2014 TEL survey

13. Progress towards pedagogical innovation Still an emphasis, though slowly reducing, on transmissive teaching methods Category A – web supplemented Category Bi – web dependent, content Category Bii – web dependent, communication Category Biii – web dependent, content and communication Category E – fully online (categories adapted from Bell et al., 2002)

14. Consequences for teaching and staff development  Upskilling of lecturers’ digital capabilities (NUS, 2010): a new digital divide?  Supporting transition to active learning pedagogical design –Pedagogic craft to embed TEL tools effectively in course design and delivery (e.g. video as stimuli for pre- and in-class learning) –new pedagogic models? Transfer of MOOC inspired pedagogies to on-campus teaching (Yuan, Powell & Oliver, 2014)  Greater use of learner analytics

15. Consequences for learning: some issues to consider  Dearth of evidence on impact of interventions such as flipped learning: most literature from case- studies & small-scale pilots, usually in US –Do students engage in deeper learning? (Mellefont & Fei, 2014) –Is it suitable for all levels / styles of learning?  How should we respond to students who won’t or can’t engage? (Loch & Borland, 2014) –Cultural adjustments (‘where are the answers?’) & cognitive leap from pre-class to in-class activities (applying theory) –Ethical challenges in leaving students behind –Integrity of learning at risk – staged / linear model (linking ideas) vs. ‘pick and mix’

16. Questions? Head of E-Learning Development, University of York, UK richard.walker@york.ac.uk Richard Walker

17. References Barnett, R. (2014). Conditions of flexibility: securing a more responsive higher education system, The Higher Education Academy: York. Bell, M., Bush, D., Nicholson, P, O’Brien, D., & Tran, T. (2002). Universities online: A survey of online education and services in Australia. Canberra: Department of Education, Science and Training. Bone, E. (2013). Improving learning experiences: Student attitudes towards the use of technology. NUS research study sponsored by Desire2Learn. Insights Roadshow, 16 December 2013. Manchester Metropolitan University, United Kingdom.

18. References Jisc (2014). Digital student project: http://www.jisc.ac.uk/research/projects/digital-student Loch, B. and Borland, R. (2014). The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 708- 712). Mellefont, L & Fei, J, “Using Echo360 Personal Capture software to create a ‘flipped’ classroom for Microbiology laboratory classes”, Rhetoric and Reality: Proceedings ascilite Dunedin 2014 (pp. 534-538).

19. References National Union of Students [NUS] (2010). Student perspectives on technology – demand, perceptions and training needs. Report to HEFCE by NUS. http://www.hefce.ac.uk/pubs/rereports/year/2010/studpersptech/ http://www.hefce.ac.uk/pubs/rereports/year/2010/studpersptech/ Price, D. (2013). Open: how we'll work, live and learn in the future. Crux Publishing Walker, R., Voce, J., Nicholls, J., Swift, E., Ahmed, J., Horrigan, S., & Vincent, P. (2014). 2014 Survey of Technology Enhanced learning for higher education in the UK. Universities and Colleges Information Systems Association (UCISA) Report. Oxford, UK. http://www.ucisa.ac.uk/tel http://www.ucisa.ac.uk/tel

20. References Wenstone, R. (2013). ‘It’s all about the learner’, Keynote speech at ALT-C 2013, Nottingham, UK. 10-12 September 2013. http://www.youtube.com/watch?v=cjINstTYw9U http://www.youtube.com/watch?v=cjINstTYw9U Yuan, l., Powell, S., & Olivier, B. (2014). Beyond MOOCs: Sustainable Online Learning in Institutions. CETIS white paper. http://publications.cetis.ac.uk/2014/898 http://publications.cetis.ac.uk/2014/898