professor gilly salmon pvc learning transformations swinburne university of technology

Professor Gilly SalmonPVC Learning Transformations

Swinburne University of Technology

Mainstreaming e-learning & innovation

for teaching in HE

19th International Conference: University of Manchester 10-13th September

Gilly Salmon ALT-C 2012 2

Summary of findings : Mainstreaming

10-13/09/2012

Structures

Strategy & Policy

Actions & Implementation

• institution-wide staff capability & capacity building

• Low-cost high value for learning technologies

• R & D unit including observatory & innovation pipeline

• Prototyping : action with evidence• Problem solving perspectivesJudge based on improved learning experiences or lowering of resources

4 perspectives & approaches:, incremental improvement, opportunities, learning futures, transferability


Definitions

• Invention is the creation of a new idea, whether product, technology or method…

• Innovation implies the development of more effective products and/or processes that become accepted by markets, governments and society. …in our case the institution and ultimately the sector

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Innovators Dilemma

Clay Christensen’s work He asks a very straightforward question without an obvious solution –

“Why do well managed, successful companies repeatedly fail to create and adopt new disruptive innovations?”

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Flying not Flapping

• ALT-J, Research in Learning Technology• Vol. 13, No. 3, October 2005, pp. 201–218

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10-13/09/2012 Gilly Salmon ALT-C 2012 6

Today’s Students +available, established learningtechnologies

New types of StudentsAvailable Technology

Missions /Markets

Present

New

Present NewLearning/Technology

Today’s students& curricula +new modes & Technologies

Creating new offerings with new technology

Development Research


Missions /Markets

Present

New










Missions /Markets

Present

New





core peripheral


Diagnose

Explore problemAnalyseDefine component parts

Identify

Find possible solutionsDesign responsesPrototype & test

Build

Collate design principlesModel & buildPilotMeasure

Deploy

DeployScaleNormaliseTransfer

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Innovation Process


Missions /Markets

Present

New








Increasing L & T innovation..mainstreaming

Increasing experimentation• Energy• Ideas• Willingness

Determining viability• Patience for growth• Impatience for evidence

Scaling and/or normalising• Deeper and/or wider• Funding & staffing• Embedding

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Prototyping :Key Principle 1• A prototype is an early sample or model built to test a

concept or process …to act as a thing to be built upon • Prototyping serves to provide specifications for a real,

working systems rather than a theoretical one.

• The word prototype derives from the Greek πρωτότυπον (prototypon), "primitive form", neutral of πρωτότυπος (prototypos), "original, primitive", from πρῶτος (protos), "first" and τύπος (typos), "impression".

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http://en.wikipedia.org/wiki/Greek_language


Key Principles 2: Learning Design through Carpe Diem workshops• Teams• Cascading• Purposefulness• Scaling up established deploying easy to prototype

pedagogical models

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www.le.ac.uk/carpediem

http://www.le.ac.uk/carpediem

Principles underlying CARPE DIEM as a development process

Team work

Speed & Time

Active learning

learning design

VLEsupport

5 stage model

& e-tivities

Gilly Salmon e-tivities 1827/07/2012

Gilly Salmon ALT-C 2012 1910-13/09/2012


University of Leicester: Media Zoo

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• E-learning innovation strategy as addendum to Learning & Teaching Strategy

• E-learning innovation then incorporated into main L & T strategy

• Evidence is the key transformational pathway

• Engaged staff through prototyping & research to practice

www.le.ac.uk/mediazoo

http://www.le.ac.uk/mediazoo


University of Southern Queensland:Australian Digital Futures InstituteStarship Phoenix

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• Drive ‘Digital First’ mind set• Embedded and networked

research institute providing ‘low key ‘ leadership

www.usq.edu.au/adfi

http://www.usq.edu.au/adfi


Swinburne University of Technology& Swinburne Online

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• Joint venture to drive fully digital innovation

www.swinburneonline.com


Summary of findings : Mainstreaming

10-13/09/2012

Structures

Strategy & Policy

Actions & Implementation

• institution-wide staff capability & capacity building

• Low-cost high value for learning technologies

• R & D unit including observatory & innovation pipeline

• Prototyping : action with evidence• Problem solving perspectivesJudge based on improved learning experiences or lowering of resources

4 perspectives: opportunities, incremental improvement, learning futures, transferability


Principles of Learning Innovation • evidence for and evaluation of benefits of enabling

innovation across the institution for students’ learning• collaboration across the institution within strategic

frameworks and through funded research and development projects

• raising the capability of all members of the university, students and staff, to exploit and benefit from the learning technologies of the 21st Century

• exploring ‘beyond the obvious’ to prepare for the future in unseen, unknown and uncharted territory for learning and teaching

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“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


No budgets or humans were harmed in the making of this presentation

THANKS FOR LISTENING“Every society honors its live conformists and its dead troublemakers." Mignon McLaughlin

Using the e-tivities structure?Please let me know right away (for the new book!)


Some online resources• Salmon, G 2005 ALT-J, Research in Learning Technology• Vol. 13, No. 3, October 2005, pp. 201–218• http://en.wikipedia.org/wiki/File:AderAvion3(1897).jpg• Pictures from Flickr.com• Tea, two sugars: Experiments with long exposure and lights• Chilli growth by Samcatchesides• Young forest sunshine by g bremer

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http://en.wikipedia.org/wiki/File:AderAvion3(1897).jpg



professor gilly salmon pvc learning transformations swinburne university of technology

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