1. SOLSTICE Conference 2015 4 th & 5 th June 2015 Transforming lives, inspiring change Professor Alejandro Armellini University of Northampton @alejandroa

2. PLAN @ALEJANDROA 2 1.Principles 2.Transforming lives, inspiring change 3.A strategic approach to QE in L&T 4.Making the VLE work for us 5.Alignment with the UKPSF 6.Innovation – really? 7.Viable futures for learning

3. PRINCIPLES @ALEJANDROA 3 Quality of teaching central to the quality of the student experience Transformational learning experiences through inspirational teaching Knowledge and learning and open, mobile, connected and scalable

4. TRANSFORMING LIVES, INSPIRING CHANGE @ALEJANDROA 4

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7. Responsive-reactive Radical- innovative Developmental- incremental Good practice based on identified needs & evidence Innovative ideas backed up by evidence of need From niche to mainstream enhancement Innovative approaches aligned with organisational culture and needs Quality enhancement @ALEJANDROA 7

8. 8 Pre-session cognitive exposure – multimedia resources F2F session: analysis, discussion, reflection & goal setting Post-session online work: consolidation & evaluation

9. @ALEJANDROA 9 Pre-session cognitive exposure – multimedia resources ? F2F session: analysis, discussion, reflection & goal setting Post-session online work: consolidation & evaluation

10. @ALEJANDROA 10 Pre-session cognitive exposure – multimedia resources Pre-session activation of schemata – asynchronous online tasks F2F session: analysis, discussion, reflection & goal setting Post-session online work: consolidation & evaluation

11. Digital resources Tasks for sense- making Analysis, discussion, reflection & goal setting Consolidation & action planning ONLINE & F2F FACE TO FACE, SMALL GROUPS

12. @ALEJANDROA 12 http://tinyurl.com/ILT-v11

13. VLE DESIGN BENCHMARKS @ALEJANDROA 13 LevelFocusKey features

14. VLE DESIGN BENCHMARKS @ALEJANDROA 14 LevelFocusKey features FoundationDelivery  Absolute minimum expected  Course information, handbook and guides  Learning materials

15. VLE DESIGN BENCHMARKS @ALEJANDROA 15 LevelFocusKey features FoundationDelivery  Absolute minimum expected  Course information, handbook and guides  Learning materials Intermediate Essential in all ‘blended’ courses Participation In addition to ‘Delivery’:  Online participation designed into the course.  Tasks provide meaningful formative scaffold.  Online participation encouraged and moderated, but not assessed.

16. VLE DESIGN BENCHMARKS @ALEJANDROA 16 LevelFocusKey features FoundationDelivery  Absolute minimum expected  Course information, handbook and guides  Learning materials Intermediate Essential in all ‘blended’ courses Participation In addition to ‘Delivery’:  Online participation designed into the course.  Tasks provide meaningful formative scaffold.  Online participation encouraged and moderated, but not assessed. Advanced Essential in all fully online courses Collaboration In addition to ‘Delivery’:  Regular learner input designed into course & essential throughout.  Online tasks provide meaningful scaffold to formative and summative assessment.  Collaborative knowledge construction central to a productive learning environment & part of assessment.

17. VLE DESIGN BENCHMARKS @ALEJANDROA 17 LevelFocusObjective FoundationDelivery COMPLIANCE (or REPOSITORY!) Intermediate Essential in all ‘blended’ courses Participation ENGAGEMENT Advanced Essential in all fully online courses Collaboration ACTIVE LEARNING

18. CAIERO = CARPE DIEM @ NORTHAMPTON @ALEJANDROA 18 C reating A ligned I nteractive e ducational R esource O pportunities Design for effective online and blended learning: A two-day intensive workshop

19. CAIERO @ALEJANDROA 19 blueprint storyboard prototype check reality review Plan + action

20. WHO: SIZE & PARTICIPANTS @ALEJANDROA 20

21. WHY: TO DESIGN A GREAT COURSE, FAST @ALEJANDROA 21

22. Start End Assessment Learning Outcomes Student-generated content resulting from the e-tivities

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24. @ALEJANDROA 24 Action plan

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26. @ALEJANDROA 26 The resource is not the course

27. @ALEJANDROA 27 Content dump vs learning pathway Trawl through stuff vs use a scaffold Hidden learning outcomes vs explicit alignment Chaos vs structure Push content vs engage Upload vs design Resource vs course Deliver vs teach

28. …AND WHAT ABOUT THE UKPSF? @ALEJANDROA 28

29. UKPSF DESCRIPTORS – CATEGORIES OF FELLOWSHIP Associate Fellow of the Academy Graduate Teaching Assistants or Associate Lecturers with limited teaching role Learning support, demonstrators or technicians with some teaching responsibilities. Career researchers or staff experienced in professional areas with some teaching responsibilities. Fellow of the Academy Staff for whom teaching or learning support is a significant element of their role Academic or Support staff holding substantive teaching & learning responsibilities Experienced professionals with substantive teaching & learning responsibilities e.g. within workplace settings Senior Fellow of the Academy Staff with considerable expertise in supporting high quality student learning in all dimensions of the framework Experienced staff demonstrating sustained impact & influence on the L&T practice of others over a number of years Significant experience leading, managing, programmes, mentoring, departmental, school or university L&T responsibilities Principal Fellow of the Academy Highly experienced, sustained and effective impact in relation to institutional, national or international L&T strategy Wide-ranging strategic leadership and policymaking responsibilities in connection with key aspects of L&T Strategic impact and influence in relation to L&T that extends beyond their own institution.

30. UKPSF DIMENSIONS OF PRACTICE Areas of Activity Professional Values Core Knowledge

31. REFLECTING A NATIONAL DEVELOPMENT Separate Processes for Professional Recognition Direct Application to HEA PGCAP Accredited CPD Schemes

32. Practical Courses (‘New Teacher’) < Level 7 EdD modules Level 8 Associate Fellow Senior Fellow EdD Peer Review Mentoring Scholarship Level 8 Practical courses: (new and existing staff), aligned with UKPSF < Level 7 Fellow PGCAP 60 credits Level 7 HEA recognition Qualifications Development in: Mentoring, Leadership, Policy, Research Supervision, etc (new and existing staff), aligned with UKPSF Level 7

33. Introduction to C@N-DO & the UKPSF – two-hour workshop Minimum 12 months Assessment for Associate Fellowship D1 Minimum 2 years Assessment for Fellowship D2 FULL CAIeRO Collaborative Learning Experiences Online Assessment - a tool for Learning Supporting Student Achievement Peer Observation for Development Reading Circles exploring L&T Literature HE Survival+ Peer Observation for Development + 1 from below Application & Extension within Practice Assessment for PGCAP Minimum 1 year post-fellowship C@N-DO submission for D2 + 1000 words at L7 L&T Development Project Minimum 3 years Impact & Influence Assessment for Senior Fellowship D3 + selection from below based on needs Becoming a C@N-DO mentor Becoming a C@N-DO assessor Becoming a C@N-DO facilitator Application & Extension within Practice Changemaking @ Northampton – Development Opportunities C@N-DO: a framework for enabling positive change Interview: Needs analysis for CPD planning Further recognition route Qualification route Becoming a subject or programme leader

34. Is teaching or learning support a significant element of your role? Which Descriptor is appropriate for you? No Do you have at least 1 year HE teaching /support experience ? Associate Fellowship D1 Is L&T Mentoring & Leadership a significant element of your role? No Yes Do you have at least 2years FTE teaching / support experience? Fellowship D2 Are you able to demonstrate sustained impact & influence on L&T practice over a period of 3 years+ ? Senior Fellowship D3 Which Route is appropriate for you? No Yes Direct Submission to C@N-DO for D1 C@N-DO participation, leading to C@N-DO submission for D1 Yes No Direct submission to C@N-DO for D2 C@N-DO participation, leading to C@N-DO submission for D2 Yes No Direct submission to C@N-DO for D3 C@N-DO participation, leading to C@N-DO submission for D3 Which category of Fellowship is appropriate for you, and how can you obtain recognition? Have you already successfully completed Module 1 of the UoN PGCTHE? Yes Claim Associate Fellowship from HEA How? Have you already successfully completed both modules of the (old) UoN PGCTHE? How? Claim Fellowship from HEA Yes Have you already successfully completed Module 1 of the (old) UoN PGCTHE? C@N-DO participation top-up leading to C@N-DO submission for D2 Yes

35. PEDAGOGIC INNOVATION @ALEJANDROA 35 “Adapting to characteristics of students and responding to their development is an inherent aspect of pedagogy. […] These adaptations can be considered innovations if are based [sic] on a new idea and when they have the potential to improve student learning, or when they are linked with other outcomes […]” (Vieluf, Kaplan, Klieeme & Bayer, 2012)

36. PEDAGOGIC INNOVATION @ALEJANDROA 36 “What is an innovation in one education system may be well-established practice in another; what is appreciated as an improvement may be rejected elsewhere.” (Vieluf et al., 2012)

37. OLD WINE IN NEW BOTTLES? @ALEJANDROA 37 Old wine Learners generate content as homework, which is used creatively in the following seminar Course in a (digital) box Talk to your classmates New bottles Flipped classroom xMOOC Social learning Learners bring their books and pencil cases (among many other technologies) Loops of personalised assessment for learning & feedback Study on the bus or train, on campus or at home Teaching methods Bring your own device (BYOD) Dynamic assessment Mobile learning Pedagog ies

38. SUMMARY: SHAPING THE FUTURES WE WANT @ALEJANDROA 38 Adapting to the challenging climate not good enough: take action, take risks, evaluate, refine Pilot small but also pilot big Build capacity, model, review, scale up Think assessment for innovation Engage others in the change, share ownership Disseminate, encourage feedback Remember: students want ‘contact time’

39. AN OPPORTUNITY FOR ENHANCEMENT @ALEJANDROA 39 Requirements from professional and accreditation bodies can be accommodated, and normally improved, within a blended, learner-centred mode of study

40. VIABLE AND PREFERRED FUTURES FOR LEARNING @ALEJANDROA 40 An opinion We can imagine, but not forecast future scenarios for learning A hunch There is far less pedagogic innovation than meets the eye A wish Teaching, in any mode of study, will be conducted with expertise, commitment and passion, and with a focus on benefiting our students and their communities

41. READING @ALEJANDROA 41 Gilly Salmon’s blog: http://www.gillysalmon.com/blog.htmlhttp://www.gillysalmon.com/blog.html Armellini, A. & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning 28 (1) 7-20. Rogerson-Revell, P., Nie, M. & Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning Applied Linguistics and TESOL programme. Open Learning, 27 (2), 103-119. Nie, M., Armellini, A., Witthaus, G. & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based learners? ALT-J, Research in Learning Technology, 19 (1), 19-38. Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010). The role of podcasting in effective curriculum renewal. ALT- J, Research in Learning Technology 18 (2), 105-118. Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology 41 (6), 922- 935. Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4 (1), 17-29. Available from http://tinyurl.com/58q2ljhttp://tinyurl.com/58q2lj Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology, 16 (2), 95-109. Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London and New York: Routledge. Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge. Vieluf, S., Kaplan, D., Klieeme, E. & Bayer, S. (2012). Teaching Practices and Pedagogical Innovation: Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-enhttp://dx.doi.org/10.1787/9789264123540-en Ale.Armellini@northampton.ac.uk

42. To access: search ARMELLINI on Slideshare.net Professor Alejandro Armellini 5 June 2015 Ale.Armellini@northampton.ac.ukAle.Armellini@northampton.ac.uk | @alejandroa THANK YOU