keynote at 4th international conference for e-learning and distance learning, riyadh, saudi arabia...

Neil Morris

Director of Digital Learning

Professor of Educational Technology, Innovation and Change, School of

Education

University of Leeds

Content and images © University of Leeds

Email: [email protected]

Twitter: @neilmorrisleeds, @unileedsonline

Digital technology and Higher Education: delivering benefits for student education

Overview

The digital age

Online Learning

Higher Education

Internet of Everything

“We are currently experiencing the biggest fundamental

change the world has seen since the initial development

of the Internet as people, processes, data, and things

become increasingly connected. We call this the Internet

of Everything (IoE), and it is having a profound impact on

individuals, businesses, communities, and countries.”

John Chambers, CEO, Cisco Systems

http://www3.weforum.org/docs/WEF_GlobalInformationTechnology_Report_2014.pdf

Global growth in Higher

Education

A need for change

Learning and Teaching

“Tell me and I forget, teach me and I

may remember, involve me and I learn.”

Benjamin Franklin

Edgar Dale’s Cone of Learning; CC-SA

Learning and Teaching

Learning is changing

Teacher as

content provider

Face to face

teaching

Other learning materials

Online materials

Teacher as

content advisor

or curator

Learning support

Learning materials

Learning activities

Student centred

learning

Student produced

contentPeer

supportLearning materials

Student

learning

Change is coming

https://www.apple.com/uk/education/real-stories/hurst/

N=1363 (Nov 2012; Middleton and Caperon, 2013)

50% use a mobile device

frequently for research or assignments


frequently to read e-books

86% own a smartphone

97%own a laptop.

20% own a tablet device

35% are planning to purchase a

tablet device for academic and social

reasons

70% likely to use a mobile

device to read articles or books online


frequently to use a search engine

University of Leeds students’ use of mobile devices

Worldwide device sales

http://www.gartner.com/document/2945917

Mobile learning

Deep learning

Multimodal learning

Any time, any place

“Revolutionary, this has

changed the way I approach

a class, I feel totally prepared

as, I get the lecture slides

without having to print them,

take notes , record, reference

and if necessary look things

up, all in the palm of my

hand... WOW”

© University of Leeds

© University of Leeds

Over 3 ½ hours per day using

device for studying

Significant in use of literature

search tools, Wikis, Podcasts

Significant in use of printed

learning resources

80% thought the iPad was a useful tool

for studyingMorris et al. (2012) Advances in Physiology

Education 36: 97-107

78% found tablet device in class

beneficial to learning (3 years)

79% found using tablet devices in class

enjoyable (3 years)

Morris et al (2015)

83% found tablet devices easy to

use (3 years)

Deploying mobile devices

Why is technology adoption so

slow in Higher Education?

Unified Theory of Acceptance and use of

Technology (UTAUT)

Venkatesh 2003; https://csdl-techreports.googlecode.com/svn/trunk/techreports/2005/05-06/doc/Venkatesh2003.pdf

Driving change in Higher

Education

Leadership Infrastructure Support

Champions Skills Policy

Gartner Hype Cycle for Education (2013)

The future of digital learning

Analytics-based personalisation

Hybrid courses

Adoption of digital literacy

Game-based

learning

Flexibility

Validated electronic

assessment

Integrated mobile learning

Student centredlearning

Widespread blended learning

Flexible pedagogies

https://www.heacademy.ac.uk/sites/default/files/resources/npi_report.pdf

Flexibility and personalisation

in action

https://www.khanacademy.org/about

University strategies for

Digital Learning

Digital strategy for Student Education

Blended Learning Strategy

Policy on Audio and Video Recordings for

Educational Purposes

MOOC vision and strategy

Open Educational Resources policy

Blended Learning

Blended learning strategy

Face to face

classes

Learning resources

Eventcapture

Interaction collaboration

Social media channels

Mobile devices

Online assessment

Research-based

learning

Resource production

In-room capture Scheduled

Ad-hoc

At-desk media

creation (Audio,

video, screen

capture)

Mobile capture (Audio, video)

Online

communication

and

collaboration

Online learning

systems

Digital Learning

Team

Capturing video for education

• Ubiquitous capture

• Seamless and

automated capture

• Controlled publication

• Widespread delivery

• Multimodal playback

• Wide variety of

applications

“The new Lecture-Capture system is

BRILLIANT. Cheers, guys.” Student

Uses of video in education

Image CC by Jenko, FlickR

Digital learning channel portfolio

Only available to Registered Students Available to all learners

Online Courses

Individual Learning Objects

Learning Objects complementing face-to-face provision (Blended Learning)

Futurelearn

Overall stats

190 countries 60% female

39% social 23% complete

Pedagogy of Futurelearn

Based on Laurillard’s Conversational Framework:

“a continuing iterative dialogue between teacher and student,

which reveals the participants’ conceptions and the variations

between them… There is no escape from the need for

dialogue, no room for mere telling, nor for practice without

description, nor for experimentation without reflection, nor for

student action without feedback”. (Laurillard, 2002)

Staff perspectives on blended learning and MOOCs. N=267 responses, Summer 2013, © University of Leeds)

82% agreed that

MOOCs offer opportunities for

flexible learning

69% agreed that

MOOCs increase access

to Higher Education

140 academics would

like to develop a MOOC in

next 1-2 years

64% agreed that

developing a MOOC would

enhance their digital literacy

skills

57% agreed that face-to-

face learning in combination with

MOOCs was an effective learning

model

70% agreed they

would recommend

MOOCs to their students

Social constructivist

ParticipatoryActive

learning

Research-based

Teacher- and participant-

focused

Digital literacy support

Multi-format content

Accessible content

Social

Our MOOC pedagogy

Futurelearn MOOC portfolio

FREE ONLIN

E COURSE

Sign up at

futurel

earn

.com

https://futurelearn.com/courses/when-worlds-collide

Sign up to ‘Exploring anatomy: the human abdomen’

http://futurelearn.comCourse starts on 10 February 2014For 3 weeks, 4 hours per week

Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body? This course is for you.

https://www.futurelearn.com/courses/anatomy

Innovation: A global audience

37% United Kingdom

Significant cohorts from North / South America, India, Pakistan,

Europe, Australia, Nigeria and Malaysia**Based on data from pre-course survey (n=1975)

Innovation: Learner aspirations

Interact with other people

Prepare for future studies

Supplement existing studies

*Based on data from pre-course survey (n=1975)

Post course survey data for first three MOOCs (n= When Worlds Collide: Fairness and Nature (n=241); Exploring Anatomy: the human abdomen

(n=424); Introduction to Physical Actor Training (n=83).

90-97% satisfied with

video as a learning tool


discussion as a learning tool

72% spend between 30 mins

and 2 hours online per visit.

MOOC learning elements


quizzes as a learning tool

Value of MOOC elements

12% engaged with

peer assessment exercise

Average of 269 words

submitted for assignment

1.5 reviews per

assignment

submitted

0

20

40

60

80

100

120

140

1 3 5 7 9

11

13

15

17

19

21

23

25

27

Nu

mb

er

of

part

icip

an

ts

Videos watched

No assignment

Assignmentcompleted

Active, social

learners most

likely to do peer

learning

activities

Who are MOOC completers?

Older learners more

likely to complete our courses

No gender differences in completing

learners, but there are course-level differences

Experiencedonline learners more likely to

complete our courses

Better qualified learners more likely to complete

our courses

Non working learners more likely to complete

our courses

Morris et al., 2015

Flexible courses on campus

MOOCs on campus

FREE ONLIN

E COURSE

Sign up at

futurel

earn

.com

https://futurelearn.com/courses/when-worlds-collide

Sign up to ‘Exploring anatomy: the human abdomen’

http://futurelearn.comCourse starts on 10 February 2014For 3 weeks, 4 hours per week

Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering http://twitter.com/accessanatomy #FLanatomy Learn about the structure and function of vital organs, and through discussion relate this to common surgical scenarios and current research. Interested in the anatomy of the human body? This course is for you.

https://www.futurelearn.com/courses/anatomy

MOOC content embedded

into module and

programmes

New MOOC style blended

modules created

MOOC content used to

create new distance

learning programmes

Studying in a Digital Age

module

Digital skillsDigital

scholarship

Digital practice

Digital presence

Online

module

Credit

bearing

Interactive

Assessed

online

Discipline

focused

Research

based

Harnessing mobile for

flexibility

UniLeeds app (over 5 million

views)

• Student information

• Attendance monitoring

• Mobile voting

• Module evaluation

At-desk recording

REC

Open desktop software and press record. Screen, audio and video captured.Automatic upload to system for review, edit and approve.

Make available tocolleague, VLE or public.

Problem-solving

Discussion

Creativity

Conceptual

understanding

Active learning

Towards a Flipped Learning

vision

The future of digital learning

Analytics-based personalised learning

Flexible AdaptiveOutcome focused

Scalable Authentic Social Personal