Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology 19 th...

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Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology Mainstreaming e-learning & innovation for teaching in HE 19 th International Conference: University of Manchester 10-13 th September

Transcript of Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology 19 th...

Page 1: Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology 19 th International Conference: University of Manchester 10-13 th.

Professor Gilly Salmon

PVC 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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Gilly Salmon ALT-C 2012 2

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 problem

Analyse

Define component parts

Identify

Find possible solutions

Design responses

Prototype & test

Build

Collate design principles

Model & build

Pilot

Measure

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

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Principles underlying CARPE DIEM as a development process

Team work

Speed & Time

Active learning

learning design

VLE

support

5 stage model

& e-tivities

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Gilly Salmon e-tivities 1827/07/2012

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Gilly Salmon ALT-C 2012 1910-13/09/2012

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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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