Digital campus and blended learning transformations
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This document summarizes James Cook University's initiatives around digital transformation and blended learning. It discusses the establishment of a Blended Learning team and the development of standards and guidelines through projects and professional learning events. It also outlines plans to transition to a new learning management system, focus on student-centered curriculum design, and implement an "UltraReady" process for digital transformation of courses using an UltraStudio approach. The goal is to move beyond blended learning and help all courses achieve a minimum online presence and level of digital maturity.
Digital campus and blended learning transformations
- 1. BEYOND BLENDED Digital Transformation and Innovation initiatives at James Cook University
- 2. JAMES COOK UNIVERSITY 7 campuses Focus on the tropics 6 colleges Member of the Innovative Research Unis 20,836 students #1 for marine biology 228 courses / 2200 subjects Top 100 for Life Sciences
- 3. Present Transition Reviewing the PPs Preparing the Digital Transformation (DT) strategy Developing a Minimum Online Presence (MOP) and Digital Maturity Model (DMM) Switching the teams focus from PP to DT Future Transformation Migration to a new Learning Management System (Blackboard SaaS) Hi and low-touch support models for curriculum enhancement UltraReady Transformation process UltraStudio-based approach Past Blended Learning Developed the Blended Learning (BL) standards, policy and procedures Established the Blended Learning and Innovation (BLI) team Delivered 80+ Priority projects (PP) Formed two communities of practice (BLIP and BLING) BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au
- 4. Positioning students at the center https://www.jcu.edu.au/learning-and-teaching/learning- design/curriculum-framework Students in partnership and at the heart 1 . Validate course learning outcomes 2.M aplearning outco m esandassessment assessmenttasks 3.(Re)design blended learning experiences 4 . Design authentic and makelearningoutcom esvi sible 5.Teachexplicitlyand 6.Evaluateteachin g andlearning Student focussed Research richengaged Int ernationally the tropics Focussed on inform ed Culturally Connected to communi ty LifelongL earning Generic OUTCOM ES DisciplineEmpl oyment First Year and Capstone Transition Experiences EnglishLanguage andNumeracyDevelopment Assessm ent Authentic Learning Blended CareerDevelo pm ent, EmployabilityandEnt repreneurship Learning WorkIntegrated JCU Curriculum Framework
- 5. 2015 Blended Learning Guide for Staff ( PDF / eBook ) “the purposeful combination of face-to- face and online activities designed to optimise student engagement and the achievement of learning outcomes” BLENDED LEARNING
- 6. BLENDED LEARNING ‘new normal’ Graham, Woodfield and Harrison, 2014; Norberg, Dziuban, and Moskal, 2011. The Universities Australia’s 2016 Policy (2015, p.B3) “Adopting a blended learning approach is in line with curriculum approaches in national and international higher education contexts as researchers have described it as the new normal”
- 7. BLENDED LEARNING ‘standard practice’ Barger, A. (2017). Educational Technology Leadership and Practice in Higher Education: The Emergence of Threshold Concepts Retrieved from http://er.educause.edu/blogs/2017/5/educational-technology-leadership-and- practice-in-higher-education “the use of educational technologies is now standard practice and technology use in higher education is becoming more comprehensive and more specific, more robust and more personalized”.
- 8. System Jan 1st to Jul 1st - 2017 Blackboard 1,740,117 pageviews Mediasite 209,106 videos watched 4659 presentations uploaded 5425 of 13346 lectures published PebblePad 195,688 Logins Bb Collaborate 180+ virtual classroom sessions Respondus 1800+ online exams LearnJCU (Blackboard) Virtual Classrooms (Collaborate) Lecture Capture (Mediasite) ePortfolios (PebblePad) Online Examinations (Respondus) Interactive Tools (e.g.GoSoap Box, Piazza) Online Learning Environments
- 9. Physical Learning Environments New spaces • Education Central • Clinical Practice Building • AITHM • Cairns and Townsville City campus • The Science Place • Cairns Library Refurbishment • Building 300 • Technology Innovation CentreThe Verandah Walk The Science Place Aquarium
- 10. Blended Learning Guide for staff 2015-16 (PDF, eBook) Blended Learning Guide for Staff ( PDF / eBook )
- 11. Blended Learning Guide ● Standards ● Design Process Blended Learning Guide for Staff (PDF / eBook)
- 12. Blended Learning Guide ● Standards ● Design Process Blended Learning Guide for Staff (PDF / eBook)
- 13. Blended Learning Guide ● Standards ● Design Process Blended Learning Guide for Staff (PDF / eBook)
- 14. Blended Learning Guide ● Design Process ● Plan ● Design ● Implement ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 15. Blended Learning Guide ● Design Process ● Plan ● Design ○ Vision ● Implement ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 16. Blended Learning Guide ● Design Process ● Plan ● Design ○ Vision ○ Frameworks ● Implement ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 17. Blended Learning Guide ● Design Process ● Plan ● Design ○ Vision ○ Frameworks ■ Inquiry ● Implement ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 18. Blended Learning Guide ● Design Process ● Plan ● Design ○ Vision ○ Frameworks ■ Inquiry ■ 5E’s ● Implement ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 19. Blended Learning Guide ● Design Process ● Plan ● Design ● Implement ○ Sequence template ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 20. Blended Learning Guide ● Design Process ● Plan ● Design ● Implement ○ Sequence Template ○ Learner Analytics ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 21. Blended Learning Guide ● Design Process ● Plan ● Design ● Implement ○ Sequence Template ○ Learner Analytics ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 22. Blended Learning Guide ● Design Process ● Plan ● Design ● Implement ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 23. Blended Learning Guide ● Design Process ● Plan ● Design ● Implement ● Review ● Improve Blended Learning Guide for Staff (PDF / eBook)
- 24. Blended Learning Priority Project timeline 2016 SP1 2016 SP2 2017 SP1 2017 SP2 2018 SP1 2018 SP2 Close PP Round 2Priority Projects 1 Round 3 Round 4 Round 5 Now BLPP initiation Review Innovative Teaching & Learning projects 1 Innovative Teaching & Learning project 2 Collaboration Studio BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au Oct-Jan 1. Priority Project proposal via ADLTs 2. Scope project outcomes 3. Document Concept Design Jan-Jun 4. Develop PMD 5. Conduct work Jul-Aug 6. Evaluate/Review 7. Handover Project management cycle derived from (Kram, B & Kennedy, M. (2009). Leading from behind: strategies for innovative leadership in educational design provision. (Fig 1.1, pg 7). Educause.)
- 25. Call for Projects Provide a Blended Learning template Associate Deans of Learning and Teaching nominate course/subjects Scope outcomes Identify Key Collaborators Co-develop work plan and agree deliverables and timeline
- 26. Provide regular live reports ● Round 1 ○ 35 Projects ○ 36 Professional Learning events / workshops ○ 291 participants ● Round 2 ○ 50 Projects ○ 12 Professional Learning events / workshops ○ 150 participants
- 27. Divisional impact (round 1) alluvial diagram BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au 4 Ed Designers 2 Divisions 6 Colleges 35 Projects 110+ key collaborators 291 participants Educational Designers Divisions Projects Staff Colleges rawgraphs.io
- 28. Catalogue - evidence and promotional materials BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au
- 29. BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au Professional learning - bootcamps, intensives, communities of practice
- 30. BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au Curriculum alignment - program and subject level alignments Master of Teaching and Learning Primary Approaches to BL Team workshop NM1610 – Time Based Media Study Plan Design
- 31. BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au Digital media development - 300+ short videos
- 32. 2017 awardees ● Wat A Game Software ● Conceptboard, Platform for collab design ● 4K 360 camera for autopsy lab ● Agisoft Photoscan Pro, Photopano Giga, HD ● iPad for Doceri ● FIT Outcomes web-based software licenses, ● Parasitology, Toon Boom Studio ● Digitize medical slides, library creation ● 3D Scanner & Parts ● Pebblepad development for field study ● Smart Sparrow development ● 3D Printing and Test products (printed skulls) 2017 Innovation Grants Identify a tool, technology or technique that will engage your students and help to blend their learning experience. $3000 per grant (no questions asked) Tell us what you did
- 33. ● Facebook Community ● 100+ members ● Coffee mornings ● Seminars and symposium ● Conference reports ● Multi-campus
- 34. Present 2017 Review ● Academic interviews ○ key collaborators ○ BL team ○ ADLTs ● Subject grades, Course Performance reports,Your JCU survey ● Help Desk Requests (5500+ per yr) Munnerley, D. (2017). Draft report for Vice Chancellor's Advisory Committee
- 35. 2017 Review “Blended Learning Priority Projects have had significant impacts in focussed areas, however the majority of subjects at JCU have not received personalised support for subject transformation from the Blended Learning team and are not yet aligned with the Blended Learning Standards.” Munnerley, D. (2017). Draft report for Vice Chancellor's Advisory Committee
- 36. 2017 Review Interview feedback ● Make it work on mobile ● Consistency (student experience) ○ single location for subject outline ○ grades and feedback in one place ○ accessibility of documents ○ common media platform ○ Structured weekly activities/outcomes ● Reduce the cognitive load ● Teacher presence online ● Intervention through analytics ● Single point of communication for subjects (facebook feed) Munnerley, D. (2017). Draft report for Vice Chancellor's Advisory Committee
- 37. 1. LMS Upgrade 2. JCU Online (ext. partnership) 3. JCU Web Framework 4. T&L studio Future Opportunity and Hunches
- 38. 1. New Ultra experience 2. Major BB upgrade 3. Mobile first. fully responsive design 4. Accessibility improvements 5. Cloud hosted continuous delivery LMS Upgrade
- 39. 1. Delivered on new Ultra platform 2. Developed in partnership with 3rd party 3. Fully online experience 4. Carousel model (7 week) 5. Weekly learning activities/outcomes JCU Online https://online.jcu.edu.au/
- 41. 1. The Subject Outline is included in every subject site 2. Accessible document exemplars for Word, PowerPoint, PDF and more 3. Every subject contains a subject coordinator video introduction 4. Grades and Feedback are used in every subject 5. Mediasite is the default for all JCU media delivery and storage 6. Activity Stream sequence for every subject (pedagogical) 7. All essential T&L communication with subject is delivered via the subject site 8. Reserve Online links to all copyrighted material Minimum Online Presence
- 42. The proposed JCU Digital Maturity Model (DMM) comprises 3 distinct levels. ● Baseline - has adopted the Minimum Online Presence (MOP) and meets threshold standards ● Accomplished - well integrated digital experiences that enhance student learning ● Exemplary - deeply engages with blended learning across multiple dimensions Digital Maturity Model
- 43. MOP 2. Accessible document exemplars for Word, PowerPoint, PDF and more Minimum Online Presence
- 44. MOP 4. Assessment tasks utilise Grades and Feedback tools Minimum Online Presence
- 45. BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au Studio model Collaboration Studio Connected/collaborative/communities Co-working spaces for curriculum design Ideas exchange Project incubation Co-design teaching resources Work between colleges and divisions Share best practice
- 46. Blended Learning Priority Project timeline 2016 SP1 2016 SP2 2017 SP1 2017 SP2 2018 SP1 2018 SP2 Close PP Round 2Priority Projects 1 Round 3 Round 4 Round 5 Now BLPP initiation Review Innovative Teaching & Learning projects 1 Innovative Teaching & Learning project 2 Collaboration Studio BEYOND BLENDED - Digital Transformation and Innovation Initiatives danny.munnerley@jcu.edu.au Oct-Jan 1. Priority Project proposal via ADLTs 2. Scope project outcomes 3. Document Concept Design Jan-Jun 4. Develop PMD 5. Conduct work Jul-Aug 6. Evaluate/Review 7. Handover Project management cycle derived from (Kram, B & Kennedy, M. (2009). Leading from behind: strategies for innovative leadership in educational design provision. (Fig 1.1, pg 7). Educause.)
- 47. JCU UltraReady 2yr migration overview SP1 2018 Migrate 5% of subjects 12 courses / 300 subjects (early adopters, new courses and JCU Online/Keypath, hi-touch support) SP2 2018 Migrate 35% of subjects 70 courses (automated where possible, low- touch support) SP1 2019 Migrate 35% of subjects 70 courses (automated where possible, low-touch support) SP2 2019 Migrate 25% of subjects 60 courses (specialist subjects that require specialist support, hi-touch support) Jan Mar June July Sep Dec Jan Mar June July Sep Dec