3. Sensitivity: Internal
Part I:
Online Delivery Experience
Part II:
Development of Online Learning
Part III:
Learning Design with integrity for student success
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
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
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.
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
Established in 2011, established to provide consistent online student experience.
Now returning to include online learning for staff.
HSS
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
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
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
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.
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.