Diving Deeper: Integrating Epigeum Modules into Stream+
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This document summarizes Professor Mark Brown's presentation on integrating Epigeum modules into Stream+ at the University & College Teaching Conference in Birmingham. The presentation discussed 3 key areas: 1) Brown's background and the establishment of Ireland's National Institute for Digital Learning, 2) the institute's framework for developing teaching excellence, which includes online modules, credentials programs, and a peer review system; and 3) experiences implementing self-directed, facilitated and customized teaching modules, noting challenges around localization, impact measurement, and resource intensiveness.
Diving Deeper: Integrating Epigeum Modules into Stream+
- 1. Diving Deeper: Integrating Epigeum Modules into Stream+ Professor Mark Brown Presentation at University & College Teaching Conference Birmingham, 19th September 2014
- 2. Pop quiz… If this is the question, then what is the answer?
- 3. Avoiding the technology bungy…
- 4. Great leaps of faith…
- 5. 1. Background 2. Development Framework 3. Implementation Experiences Outline…
- 6. Key point… Even if you have all the latest equipment you still need to be taught how to dive
- 7. • Officially launched 28th November, 2013 by Minister Ruairi Quinn and Lord David Putnam, Ireland’s Digital Ambassador • Mark arrived in February 2014 as the new Director and Ireland’s first chair in Digital Learning 1. Background
- 8. • Officially launched 28th November, 2013 by Minister Ruairi Quinn and Lord David Putnam, Ireland’s Digital Ambassador • Mark arrived in February 2014 as the new Director and Ireland’s first chair in Digital Learning • Past President of New Zealand Association for Open, Flexible and Distance Learning • Previous Coordinator of the Central Hub of Ako Aotearoa * Previous Director of National Centre for Teaching and Learning at Massey University, New Zealand • Previous Director of Distance Education and Learning Futures Alliance (DELFA) at Massey University 1. Background
- 9. Auckland Palmerston North Wellington Distance Worldwide 32,000 students 1. Background
- 10. LMS OLE £2.5m for implementation | £400K for Moodle 2.X upgrade (2009) (2012) Over 4000 Online Environments 1. Background
- 11. 1. Background
- 12. 1. Background
- 13. 1. Background
- 14. 1. Background
- 15. “To read or hear about something is not the same as experiencing it, and it is often only by actual experience that understanding and change can come about” (van Mentis, 1999, p11). 1. Background
- 16. 1. Background
- 17. 1. Background
- 18. 1. Background
- 19. 1. Background
- 20. 1. Background
- 22. Teaching Excellence… • Planning and Design for Learning • Facilitating Learning • Assessing Student Learning • Evaluating Teaching and Learning • Professional Development and Teaching Leadership 2. Development Framework
- 23. Core Principles… 1. Treats teachers as learners 2. Helps teachers to design environments for learning 3. Recognises that teachers’ learning best occurs in a meaningful and socially interactive environment 4. Is underpinned by a strong foundation in the pedagogy of digital learning – new normal 5. Is learner and learning driven rather than technology-led 2. Development Framework
- 24. 6. Involves a variety of professional learning opportunities 7. Inclusive of all staff including casual teachers and those who support teaching 8. Reflects the complexity of teaching and subject differences 9. Builds communities of interest and a culture of continuous enhancement 10. Provides opportunities to identify, acknowledge and celebrate success 2. Development Framework
- 25. “Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single-mindedness can be trusted to make even the best educational ideas fail”. (Sfard, 1998, p.11) 2. Development Framework
- 26. - Doctor of Education (EdD) - MEd (Adult Education or eLearning) - PGDipEd (Adult Education or eLearning) - PGCert Tertiary Teaching Ed Tech Support and Teaching Development for Experienced Academic Staff Support for New and Early Career Staff Accredited Qualifications Available to all Staff Just in Time Support - Website - TALK Blog - Stream4Staff - Stream Hotline - Teaching Showcase - Spotlight on Videos - Quick Reference Guides - Ako Aotearoa Resources Principles - Core Domains Key Services - Major Peak Events - Academic Fellowship Scheme - Teaching Awards and Grants - Regular ‘Hot Topic’ Roundtables - Peer Assistance and Review of Teaching - Self-directed Online Teaching Modules - Core Teaching Development Modules - Stream-related Teaching Development - Customised Teaching Development - Teaching Evaluation Tools - Welcome Letter - Individual Consultations - Introduction Flyers - Online Tutor Guide - Welcome to Massey Coffee - Online Module for Casual Staff - Foundation to Teaching & Learning Course 2. Development Framework
- 27. Quality Enhancement Framework Teaching Evaluation Data Peer Assistance & Review of Teaching (PART) Course Planning & Development Tool Guidelines for Effective Practice Accessibility Guidelines Course Self-review Checklist Student Workload Calculator Design for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Professional Learning 2. Development Framework
- 29. Key features… • High level of trust • Owned by academics • Main focus on course design • Formative and provides constructive feedback • Aims to promote pedagogical conversations • Benefits both reviewers and reviewees • Remains confidential 2. Development Framework
- 30. Three examples… • Self-directed • Facilitated modules • Customised packages 3. Implementation Experiences
- 31. 3. Implementation Experiences Self-directed
- 32. 3. Implementation Experiences Self-directed
- 33. Lessons…. • Lacks local contextualisation • Acquisition metaphor of learning • Content does not change pedagogy • Limited opportunities for personalisation • Promotes only one type of learning interactivity 3. Implementation Experiences
- 34. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework 3. Implementation Experiences
- 35. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Place of Learning (Where Learning Occurs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) 3. Implementation Experiences
- 36. 3. Implementation Experiences Facilitated modules
- 37. CPD compass… Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) 3. Implementation Experiences
- 38. Lessons…. • If we build it they will come! • If we offer it they will use it! • If we get them they will change • Not particularly disruptive experience • Very difficult to demonstrate real impact 3. Implementation Experiences
- 39. 3. Implementation Experiences Customised packages
- 40. 3. Implementation Experiences Customised packages
- 41. Lessons…. • Time consuming • No single delivery model • Can become quite fragmented • Highly idiosyncratic requirements • Technically quite labour intensive 3. Implementation Experiences
- 42. In sum…. • Importance of Institutional culture • Alignment with overarching philosophy • Needs coordination and professional leadership 3. Implementation Experiences
- 43. Final comments
- 44. Discussion…
- 45. Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz http://www.slideshare.net/mbrownz