Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology
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Transcript of Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology
Professor Gilly SalmonPVC Learning Transformations
Swinburne University of Technology
Mainstreaming e-learning & innovation
for teaching in HE
19th International Conference: University of Manchester 10-13th September
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Summary of findings : Mainstreaming
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Structures
Strategy & Policy
Actions & Implementation
• institution-wide staff capability & capacity building
• Low-cost high value for learning technologies
• R & D unit including observatory & innovation pipeline
• Prototyping : action with evidence• Problem solving perspectivesJudge based on improved learning experiences or lowering of resources
4 perspectives & approaches:, incremental improvement, opportunities, learning futures, transferability
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Definitions
• Invention is the creation of a new idea, whether product, technology or method…
• Innovation implies the development of more effective products and/or processes that become accepted by markets, governments and society. …in our case the institution and ultimately the sector
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Innovators Dilemma
Clay Christensen’s work He asks a very straightforward question without an obvious solution –
“Why do well managed, successful companies repeatedly fail to create and adopt new disruptive innovations?”
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Flying not Flapping
• ALT-J, Research in Learning Technology• Vol. 13, No. 3, October 2005, pp. 201–218
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Today’s Students +available, established learningtechnologies
New types of StudentsAvailable Technology
Missions /Markets
Present
New
Present NewLearning/Technology
Today’s students& curricula +new modes & Technologies
Creating new offerings with new technology
Development Research
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Missions /Markets
Present
New
Present NewLearning/Technology
Development Research
Creating new offerings with new technology
Today’s students& curricula +new modes & Technologies
New types of StudentsAvailable Technology
Today’s Students +available, established learningtechnologies
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Today’s Students +available, established learningtechnologies
New types of StudentsAvailable Technology
Missions /Markets
Present
New
Present NewLearning/Technology
Today’s students& curricula +new modes & Technologies
Creating new offerings with new technology
Development Research
core peripheral
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Diagnose
Explore problemAnalyseDefine component parts
Identify
Find possible solutionsDesign responsesPrototype & test
Build
Collate design principlesModel & buildPilotMeasure
Deploy
DeployScaleNormaliseTransfer
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Innovation Process
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Missions /Markets
Present
New
Present NewLearning/Technology
Development Research
Creating new offerings with new technology
Today’s students& curricula +new modes & Technologies
New types of StudentsAvailable Technology
Today’s Students +available, established learningtechnologies
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Missions /Markets
Present
New
Present NewLearning/Technology
Development Research
Creating new offerings with new technology
Today’s students& curricula +new modes & Technologies
New types of StudentsAvailable Technology
Today’s Students +available, established learningtechnologies
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Increasing L & T innovation..mainstreaming
Increasing experimentation• Energy• Ideas• Willingness
Determining viability• Patience for growth• Impatience for evidence
Scaling and/or normalising• Deeper and/or wider• Funding & staffing• Embedding
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Prototyping :Key Principle 1• A prototype is an early sample or model built to test a
concept or process …to act as a thing to be built upon • Prototyping serves to provide specifications for a real,
working systems rather than a theoretical one.
• The word prototype derives from the Greek πρωτότυπον (prototypon), "primitive form", neutral of πρωτότυπος (prototypos), "original, primitive", from πρῶτος (protos), "first" and τύπος (typos), "impression".
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Key Principles 2: Learning Design through Carpe Diem workshops• Teams• Cascading• Purposefulness• Scaling up established deploying easy to prototype
pedagogical models
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www.le.ac.uk/carpediem
Principles underlying CARPE DIEM as a development process
Team work
Speed & Time
Active learning
learning design
VLEsupport
5 stage model
& e-tivities
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University of Leicester: Media Zoo
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• E-learning innovation strategy as addendum to Learning & Teaching Strategy
• E-learning innovation then incorporated into main L & T strategy
• Evidence is the key transformational pathway
• Engaged staff through prototyping & research to practice
www.le.ac.uk/mediazoo
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University of Southern Queensland:Australian Digital Futures InstituteStarship Phoenix
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• Drive ‘Digital First’ mind set• Embedded and networked
research institute providing ‘low key ‘ leadership
www.usq.edu.au/adfi
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Swinburne University of Technology& Swinburne Online
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• Joint venture to drive fully digital innovation
www.swinburneonline.com
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Summary of findings : Mainstreaming
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Structures
Strategy & Policy
Actions & Implementation
• institution-wide staff capability & capacity building
• Low-cost high value for learning technologies
• R & D unit including observatory & innovation pipeline
• Prototyping : action with evidence• Problem solving perspectivesJudge based on improved learning experiences or lowering of resources
4 perspectives: opportunities, incremental improvement, learning futures, transferability
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Principles of Learning Innovation • evidence for and evaluation of benefits of enabling
innovation across the institution for students’ learning• collaboration across the institution within strategic
frameworks and through funded research and development projects
• raising the capability of all members of the university, students and staff, to exploit and benefit from the learning technologies of the 21st Century
• exploring ‘beyond the obvious’ to prepare for the future in unseen, unknown and uncharted territory for learning and teaching
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“Never doubt the power of a small group of people to change the world.
Nothing else ever has.”Margaret Mead
“Be the change you want to see in the world”Mahatma Ghandi
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No budgets or humans were harmed in the making of this presentation
THANKS FOR LISTENING“Every society honors its live conformists and its dead troublemakers." Mignon McLaughlin
Using the e-tivities structure?Please let me know right away (for the new book!)
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Some online resources• Salmon, G 2005 ALT-J, Research in Learning Technology• Vol. 13, No. 3, October 2005, pp. 201–218• http://en.wikipedia.org/wiki/File:AderAvion3(1897).jpg• Pictures from Flickr.com• Tea, two sugars: Experiments with long exposure and lights• Chilli growth by Samcatchesides• Young forest sunshine by g bremer
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