Ensuring quality and integrity in the delivery of online learning
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The document discusses strategies for enhancing the quality and integrity of online learning at the University of Derby, highlighting the growth in student numbers and high employability rates. It emphasizes the importance of effective online delivery, learner engagement, and tailored learning experiences for diverse student demographics. Additionally, it outlines the development process and design frameworks aimed at meeting the needs of various learner personas.
Ensuring quality and integrity in the delivery of online learning
- 1. Sensitivity: Internal Ensuring Quality and Integrity in the Delivery of Online Learning #BbTLCEUR May 2019
- 2. Sensitivity: Internal Margaret Korosec Head of Digital & Enterprise Learning Hannah Stanley Scott Content and Commissioning Manager Marlies Gration Senior Learning Designer
- 3. Sensitivity: Internal Part I: Online Delivery Experience Part II: Development of Online Learning Part III: Learning Design with integrity for student success
- 4. Sensitivity: Internal Please join our live survey by typing in: PollEv.com/margaretkoro047
- 5. Sensitivity: Internal Part I: Online Delivery Experience Part II: Development of Online Learning Part III: Learning Design for student success
- 7. Sensitivity: Internal Since 2011, we have 5,239 alumni from 160 different countries
- 8. Sensitivity: Internal Student number growth +98% increase 1,798 2011-12 3,567 Feb 2018 Non-UK student growth +86% increase 2012 to 2017 Employability 96.4% 2015-16 Annual Retention 95.8% 2018 TEF All UDOL programmes Gold or Silver ranking Conversion ratio 80% 2016-17 to 87% 2017-18 Good Honours 62% 2017 Student engagement in formal feedback 3% 2013 to 24% 2017 Graduate Employability 82.9% 2015-16 University of Derby Online Learning
- 9. Sensitivity: Internal Structuring the Learning Experience VLE/Studen t Experience College Academic Quality Control Online Student Experience Central Services (Library, Careers, Welness) Academic Framework
- 10. Sensitivity: Internal Social Learning Activity-led design Reflective Activities Self- paced Learner- led Trimester Tutor- led Full member of the University Academic Framework
- 12. Sensitivity: Internal Online Learner Advisors
- 15. Sensitivity: Internal Design and Development Process
- 16. Sensitivity: Internal Part I: Online Delivery Experience Part II: Development of Online Learning Part III: Learning Design for student success
- 17. Sensitivity: Internal Managers • Looking for highly efficient courses meeting learning objectives to solve business needs • B2B opportunities Life-long learners • Often older and not very tech savvy, so in need of support and clear navigation • Want more freedom to explore Part-time students • Need flexible options • Are often already employed and therefore have a lot of experience to share Global • Use case studies that appeal to a wide audience • Awareness of cultural differences and communication styles Learner Personas
- 18. Sensitivity: Internal Managers • Looking for highly efficient courses meeting learning objectives to solve business needs • B2B opportunities Life-long learners • Often older and not very tech savvy, so in need of support and clear navigation • Want more freedom to explore Part-time students • Need flexible options • Are often already employed and therefore have a lot of experience to share Global • Use case studies that appeal to a wide audience • Awareness of cultural differences and communication styles Learner Personas
- 19. Sensitivity: Internal Overall Online Provision MOOCs Course Tasters Short Courses Apprenticeships UG Study PG Study
- 21. Sensitivity: Internal Learning Experience Design Remedial Activity Stretch Activity Levelled Activity Feedback Data Learning Materials Student Confidence Levels Adaptive Elements High Low
- 22. Sensitivity: Internal Design & Development Scope Quality Time It. 1 It. 2 It. 3
- 23. Sensitivity: Internal Thank you for joining us today.
Editor's Notes
- #5: Activity on screen script: Welcome to our first live session in your online course entitled, Quality and Integrity in the Delivery of Online Learning. Thanks for joining us.
- #7: Transition back into the room from the Collaborate session. What is University known for? Top 30 in Guardian Also recognised as one of the Top 250 Young Universities in the world by THE
- #8: Established in 2011, established to provide consistent online student experience. Now returning to include online learning for staff.
- #12: HSS
- #13: Pastoral support and signposting to relevant teams e.g. wellbeing, Student Record and Fees, Sales Ledger Creation of Individual Study Plans and Enrolment of returners Supporting engagement activities in conjunction with Academic/Programme Leads Providing guidance on applying for deadline extensions (EECs and 7 day Late Submission requests) Advice and administration of Authorised Breaks from Study (ABS) and Course Withdrawals (WD) Administration of Programme transfers Initial triage of complaints/queries escalating to UDOL Student Experience Manager as required
- #14: Assessment Board activities (pre-boards, Assessment Boards, post board work releasing marks, awarding students, sending W14’s, special letters, progression awards Graduation (preparing list of potential invites, visa letters, prizes for students) RPL (dealing with initial queries, sending the correct documents, advice and guidance to students, processing the outcome, applying RPL in People Soft) EEC (advising students, triage, organising panel, processing the outcomes) Creation of Study Patterns for new students Administration of Module Evaluation Questionnaire PPG
- #15: Creation of submission points in Turnitin in line with academic calendar Posting of standard announcements on all modules Production of ID Cards and P Numbers Module and programme audits Setting up of Tutor access in PeopleSoft
- #16: Academic induction, authoring induction, learning design workshops
- #18: The principles are mainly around design thinking: designing with the end in mind. So we start with which audience we are targeting and what their existing level is. Then we use Bloom to set objectives, than we look at activities and assessment (so how do we measure the learning objectives) and then we signpost the journey with the resources, materials and instruction the learner needs to complete the activities. Key terms (Marlies): alignment, activity-led and making it into an active learning experience instead of giving the learner something to passively consume. Of course there is then also the level of making it interactive, consistent and ensuring an engaging experience, which is represented in the original framework UDOL has.
- #19: The principles are mainly around design thinking: designing with the end in mind. So we start with which audience we are targeting and what their existing level is. Then we use Bloom to set objectives, than we look at activities and assessment (so how do we measure the learning objectives) and then we signpost the journey with the resources, materials and instruction the learner needs to complete the activities. Key terms (Marlies): alignment, activity-led and making it into an active learning experience instead of giving the learner something to passively consume. Of course there is then also the level of making it interactive, consistent and ensuring an engaging experience, which is represented in the original framework UDOL has.