professor gilly salmon pro vice-chancellor learning transformations
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Professor Gilly SalmonPro Vice-ChancellorLearning Transformations
Harnessing technology(& winning hands down!)
Two key, inter-related aspects
Design
Deliver
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Gilly Salmon e-tivities
Scaffolding Online
LearningDesign
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Access & Motivation
Culture Building
Co-operation
Collaboration
Development
5 stage model for productivelearning forums
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1. Access & Motivation
2. Culture Building
3. Co-operation
4. Collaboration
5. DevelopmentLink, Feedback, Search
Interact
Navigate, Save Time, Personalise
Receive & Send
Access
5 stage model for productivelearning forums
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1. Access & Motivation
2. Culture Building
3. Co-operation
4. Collaboration
5. Development Guide
Facilitate
Lead
Host
Welcome
5 stage model for productive learning forums: the role of the e-moderator
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5 stage model & E-tivities in Programs
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5 STAGE MODEL:WHY DID IT CATCH ON?
Moment in time Easy to explain & implement Spark for discussions Belonging/Communities
established Worked with different definitions
of blend including campus based students
Reasonably scalable Increasingly appealing to diversity Powerful feeling of inclusions Pre-empted knowledge
contribution Addressed the role of the online
‘teacher’
Student AchievementSaved Staff TimeScaffolding
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Designing For Learners’
Interaction
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Driving the e-tivities research
How can we personalise learning (students)?While enabling efficiency &
effectiveness of the processes?How can we customise learning
(staff)
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KEY FEATURES OF E-TIVITIES A small piece of information, stimulus or
challenge (the ‘spark’) Online activity which includes individual
participants posting a contribution An interactive or participative element- such as
responding to the postings of others Summary, feedback or critique from an
e-moderator (the ‘plenary’)All the instructions to take part are available in one online message.
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Familiar symbols PURPOSEClear pacing &
sequencingSingle Task
Per message/foru
m
Spark(to start the
dialogue)
Where to respond
Response to others
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Gilly Salmon e-tivities15:44:
3
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Clear pacing &
sequencing PURPOSE
Spark(to start the
dialogue)
Single TaskPer
message/forum
Response to others Times
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Clear pacing &sequencing
Where to respond
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HiT 1429 Social Networking in OrganisationsAt SwinburneClear pacing
&sequencing
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E-moderator intervention
PURPOSE
Spark(to start the
dialogue)Response to
others
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Links
Time
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E-tivity 1.1: The Relative Priority of the Knowledge Areas
Introduction
As you have seen from our coverage of the standards to date, the PMBOK does not put a priority on the different project management knowledge areas (i.e. cost, time, scope, risk, etc.).Despite this, understanding the relative priority within a specific organisational context is likely to enhance project performance.
Purpose The purpose of this e-tivity is to identify the top 3 knowledge areas driving project management within your organisation and identify what is driving this relative priority.
Task
To be done by September 7th.Identify the top 3 knowledge areas driving project management within your organisation and share your refections on what you think is driving this relative priority (e.g. it might be organisational or industry imperatives).Post your contribution to the 2nd column of the Wiki.
Respond
To be done 1-2 days after the above date. Choose a contribution posted by a peer that you find interesting and respond to it in the 3rd column.To go back to the module contents, please click on the MN6901 crumbs on the Moodle toolbar.
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E-tivity 1.1 generated huge traffic on the wiki, of which about 1/20th is shown here
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http://bit.ly/nSPkkK
E-tivity 1.2: Critical Review of the BOKs
Introduction
We have reviewed the two most prevalent project management Bodies of Knowledge (BOKs) at a high level at this point in the module.As you will have seen from your review of the articles presented for this e-tivity, whilst the BOKs have played a key role in developing the discipline of project management, critics of the prescriptive approach often advocated by the professional bodies suggest 'best practice' and linear models have no place in today's complex environment.
Purpose The purpose of this e-tivity is to explore both the value and the limitations of the Bodies of Knowledge in the project domain.
TaskTo be done by September 10th.Reflecting on the BOKs, post an argument either in favour of or against their value to the discussion forum.
RespondTo be done no more than 2 days after the above date. Choose a contribution posted by a peer that considers a different value or limitation, and respond to it.
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E-tivity 3.2: Matching Competences to Context Purpose
The purpose of this e-tivity is to reflect on and share what you see as an appropriate competency profile for a given scenario in light of your recent reading. The scenario and detailed instructions are included in the resources section below.
Task To be done by September 23rd.In your role as recruitment agent, you are requested to complete a 1 page powerpoint presentation with voiceover of what is in your view, the ideal candidate for the job. You should upload this to the discussion forum.
Respond To be done 1-2 days after the above date. For the response, please put yourself into the role of the HR Director. Select what you consider to be the best candidate from all of those proposed by your peers, and respond to that peer, explaining the rationale for this decision.
Resources ScenarioAdding voiceover to powerpoint.If you wish to upload the audio and the powerpoint slide separately, please refer back to the Induction Programme under Section 7, Creating PodCasts which will instruct you on what software is needed for this.
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E-tivity 4.2 "Capability Maturity - The Silver Bullet"Introduction
There is a central assumption underlying concepts of project and organisational maturity that a single trajectory towards the utopia of level 5 is something all organisations should aspire to, and that this is the silver bullet that will enhance organisational performance.
Purpose The purpose of this e-tivity is for you each to reflect on what might be an appropriate maturity level for your organisation.
Task To be done by October 2nd.In light of your recent reading, consider what you deem to be an appropriate level of maturity for your organisation and post this to the Wiki. Include in your posting a brief rationale as to why you have chosen this level.
Respond To be done 2 days after the above date. Comment on a posting that either has indicated an appropriate level significantly lower or higher than yours and respond to it, or the same level but based on an entirely different rationale.
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Another hugely successful wiki-tivity. The wiki goes on for several pages!
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Spark(to start the
dialogue)
Students are then guided into the Learning Group wiki and asked to input information based on their reading provided in the learning materials.
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Spark(to start the
dialogue)
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Newer Technologies & Platforms
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www.podcastingforlearning.com27/07/2012
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Social MediaSocial media includes web-based and mobile technologies used to turn communication into interactive dialogue
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Photo credit Caliburn Susanto [http://www.flickr.com/photos/caliburnsusanto/sets ]
VirtualWorlds
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1. Access & Motivation
2. Culture Building
3. Co-operation
4. Collaboration
5. Development
5 stage model : Virtual worlds
Download software, create avatars, learn camera and
movement skills
Personalise avatars, develop identity, connect through artefacts
& vw-tivities
Support and offer information to other avatars
Jointly build & deploy artefacts, achieve shared goals
Reflect, share & link to real life
Welcome
Host
Lead
Facilitate
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VirtualClassrooms
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Recruitexperience
(environment)
Understanding
Trainenable
develo
p
Develop
deploy
sustain
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E-MODERATING: RECRUITMENT
Experience as an e-learner
Good regular (& mobile) access
Pace & use time, ability to multitask, succinct, interruptablity
Determination & personal development
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on e-tivities
35In Strict Confidence by computerartsde
E-MODERATING: RECRUIT & INDUCT:UNDERSTANDING ONLINE AS A SOCIAL & LEARNING ENVIRONMENT
Build trust and purpose for groups
Appreciation of pedagogy, affordances & scaffolding
Create concise, energising messages & responses
Build learning from tiny chunks of contribution & resources
Switch rapidly from task to task
Build e-identity
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on e-tivities
36Great Blue Heron by mikebaird
E-MODERATING: TRAINING
Enable others, foster discussion, weave, summarize, restate, challenge, monitor understanding & misunderstanding, promote collaboration
Take & give feedbackEffective use of personal
timePromote vicarious &
connected learning
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Birds flying in formation over Maghreb by kali.ma
E-MODERATING: TRAINING
Enable groups, bring in non-participants, pace discussion
Understand scaffolding process
Scale upShow authority with
sensitivityEnhance social &
emotional aspects of learning online
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38Ready to RockJames Jordan
E-MODERATING:DEVELOPMENT
Explore & develop arguments
Deploy sparks of information for discussion
Promote reflection & consideration
Create links with e-learning & make choices for programmes
Celebrate & use diversityBe positive about e-
learning
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39Torched by talkingplant
E-MODERATING:DEVELOPMENT
Deploy range of pedagogical approaches
Deploy range of technologiesE-moderate on the moveCommunicate with technical
designersCommunicate without visual
cuesDiagnose & solve problems Use humour appropriately,Work with emotion, handle
conflict constructively Sustain a useful, relevant e-
learning community
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on e-tivities
40Bird Houses by See-Ming Lee
Weaving: pulling together selected contributions, looks forward, adds value
Summarizing: looks back, inclusive, adds value
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Braid, jenny downing
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Role of storyboarding
STORY BOARDING27/07/20
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Storyboard examples…27/07/2012
Story boarding
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Using Open Educational Resources
Kallichj, J. (2010) Creative Commons Intl Map.svg, from http://en.wikipedia.org/wiki/File:Creative_Commons_Intl_Map.svg , accessed 9th August 2011.
The extent of Creative Commons
What licences are available?
OPEN PEDAGOGY & THE 5 STAGE MODEL
.
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Open Educational resources
Feasibility
Innovation
• Critical mass• All disciplines
• Design courses based on OERs
• Use Frameworks• From ‘write’ to
‘design’
OER Commons is a place to find and share open educational resources
Jorum
OpenCourseware Consortium is a collaboration of higher education institutions and associated organizations from around the world
List of free and open textbooks
Directory of Open Access Journals over 6,000 journals with more than 3,000 searchable at the article level
http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html a software search engine
Take a look for yourself27/07/2012
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Using voice
www.podcastingforlearning.com27/07/2012Gilly Salmon e-tivities
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• E-moderators able to convey important and detailed information in an effective and convincing manner
• A quick and effective mechanism to provide guidance, explanations, and feedback
• Valuable form of interaction between students and e-moderators
• Listening to podcasts was consolidating and reassuring
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Podcasted Feedback
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A VOICE BOARD IS A DISCUSSION BOARD THAT ALLOWS YOU TO RECORD VOICE MESSAGES
A Wimba Voice Board screenshot
Asynchronous Voice Boards
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DESIGNING TOGETHER: CARPE DIEM
Source: http://www.flickr.com/photos/susanvg/
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PRINCIPLES UNDERLYING CARPEDIEM AS A DEVELOPMENT PROCESS
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Speed & TimeSupportive environmentEmergence of convincing approach for 21st Century learnersAppropriate immediate help with the LMS
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PRINCIPLES UNDERLYING CARPE DIEM AS A DEVELOPMENT PROCESS
Team workSpeed & Time
Active learning
learning design
LMS suppor
t5 stage model
& e-tivities
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CARPE DIEM MODEL
Blueprint
Storyboard
Prototype
Reality? Review
Plan + Action
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STORYBOARDING 27/07/2012
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Storyboard examples…
Story boarding
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27/07/2012Storyboard examples…
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Two key, inter-related aspects
Design
Deliver
“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 27/07/2012
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64No budgets or humans were harmed in the making of this presentation
SEE YOU IN THE FUTURE
“Every society honors its live conformists and its dead troublemakers.” Mignon McLaughlin
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All images from Flickr.com, Creative Commons Licensing.
Examples & contributions from Dr Alejandro Armellini, David Shepherd, Anita Monty, Prof David Hawkridge, Prof John Fothergill and the Beyond Distance and Media Zoo team at Leicester, Drs Shirley Rueshle & Helen Farley & the Futures Team at USQ, Catriona Burke, University of Limerick and team.www.e-moderating.comwww.e-tivities.comwww.atimod.comwww.podcastingforlearning.comwww.le.ac.uk/carpediem
Virtual worlds:https://lra.le.ac.uk/bitstream/2381/9225/2/MOOSE_FinalReport_final_31Mar2009.pdf and Educational Researchhttp://www.tandfonline.com/loi/rere20Developing a five-stage model of learning in Second Life Gilly Salmon , Ming Nie & Palitha Edirisingha May 2010
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