Keep It Suitably Simple
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Keep It Suitably Simple: Leading scaled change management & upskilling across academia & University resources for rapid online learning deployment across 50,000 students. A presentation at the Online & E-Learning Virtual Summit. 19-20 May 2020
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Keep It Suitably Simple
- 1. Keep It Suitably Simple Professor Michael Sankey Director, Learning Transformations President, Australasian Council on Open, Distance and eLearning (ACODE)
- 2. Subtitle Leading scaled change management & upskilling across academia & University resources for rapid online learning deployment across 50,000 students michael_sankey Storming â forming â norming
- 3. ⢠After the initial flurry â dealing into China ⢠Upskilling staff quickly ⢠Dealing with online assessment and proctoring ⢠The Importance of a quality framework and standards ⢠Being prepared and investing in your people ⢠Not outsourcing your expertise in online learning ⢠Sharing and learning with others ⢠Doing this quickly doesnât mean we abandon quality processes ⢠Itâs an opportunity to streamline some processes Overview
- 4. Overview ⢠Fortunately, we all have pretty robust LMSâs that double as online classrooms ⢠The one where people put up PDFs and PowerPoints and call it online learning ⢠The last 10 years have seen quite an improvement in how we use these spaces ⢠Despite this we have 1000âs of staff in the sector that engage very little in âteachingâ online, as distinct from supporting teaching in an online space ⢠Last 5 wâks we have had 100âs of staff trained https://arthistory.umd.edu/eventinfo/collaboratory-presents-online-teaching-best-practices-and-how-tos michael_sankey
- 5. Griffith VLE â Learning@Griffith
- 6. BlackBoard & associated tools O365 & associated tools Pre Uni Undergraduate Post-graduate Work Year 1 Year 2 Year 3-4 Common patterns of student usage VLE Workplace technologies O365 & associated tools BlackBoard & associated tools
- 7. After the initial flurry â dealing into China michael_sankey ⢠Initially it was getting 1500 students in China online ⢠We solved that with a VPN all except for ProctorU ⢠Fortunately many made it over ⢠The next thing was getting 600 course online ⢠Now itâs doing it all again for our Trimester 2 ⢠Fortunately we learned some lessons ⢠Keep it simple to start with
- 8. Dealing with online assessment and proctoring michael_sankey ⢠3 weeks ago a computing science school found that more than 5% of students were unable to successfully participate in online activities with the access they had at home ⢠Only, since tri/semester started we loaded out most of the computers ⢠Some uniâs have said âno examsâ this tri/semester ⢠UNE experience ⢠Oral exams, take home, open book, times quizzes ⢠In our caseâŚ
- 10. The Importance of a quality framework and standards ⢠TEQSA have started to pay a particular interest in TEL ⢠Particularly in relation to fully online courses ⢠Clearly there is a bit of a grace period at the moment ⢠But now we have moved fully online we cant rest on our laurels https://www.teqsa.gov.au/latest-news/publications/guidance- note-technology-enhanced-learning
- 11. Levels within TEL There are levels of TEL seen within the sector, dependent largely on the capacity of the: ⢠Educational jurisdiction ⢠National technology infrastructure ⢠Geographical constraints ⢠Level of staff training Technology-Enabled Learning Technology Enhanced Learning Technology Intensive Learning
- 12. Meta Meso Micro
- 13. 3 Quality tools for TEL
- 14. 1. Partnership-Based Learning 2. Engaging and Empowering Pedagogies 3. Scholarly-Inspired Curriculum 4. Locally and Globally Connected 5. Learner-Enabling Design 6. Digitally-Enabled Learning
- 15. Being prepared and investing in your people michael_sankey ⢠Since this started we have been running heavily in training staff ⢠There will be long term-benefits that last way past COVID ⢠1st two weeks focused on getting lectures online and using Teams ⢠We then shifted focus to alternate forms of assessment ⢠Now on design and analytics
- 17. Not outsourcing your expertise in online learning michael_sankey ⢠It takes people with design skills to make the transition ⢠In many cases we have outsourced the move to online ⢠Itâs time to invest in our own abilities and expand our capabilities
- 18. Sharing and learning with others michael_sankey ⢠âWe are all in this togetherâ ⢠Most people are very willing to share ⢠Get connected ⢠Look for this from people you trust, already know, as ⢠lots of people are putting stuff up opportunistically https://teledvisors.net/blog/
- 19. Doing this quickly doesnât mean we abandon quality processes michael_sankey ⢠When all is said and done we have done an amazing job to get all our courses online in such a short time ⢠But letâs face it some of it could be a lot more elegant ⢠The other thing that has suffered most is assessment ⢠And designing for usability - UD https://transformingassessment.com
- 20. Itâs an opportunity to streamline some processes michael_sankey ⢠Technology doesnât hold all the answers ⢠But it does hold quite a few ⢠There is a temptation to allow the technology cart to be put in front of the pedagogical horse ⢠As we loop back around to the 2nd wave of we have an opportunity to make real and lasting change
Editor's Notes
- The Griffith VLE With the backbone of Blackboard Ultra and its associated tools Around this we have the Microsoft Office 365 Then associate other externally hosted tools All aligned with our other corporate systems Underlying all this is data as data is the new gold
- If we look at the life cycle of the student from pre university through to their work life We see them using Blackboard heavily to scaffold core learning materials We see many students coming to uni having used a LMS like blackboard through to post graduate study, but we do not see a lot of use in the workplace (some but not a lot) We also know that most students also use Office products, but we do know that once students are out in the workplace they will be heavily using office products and workplace technologies, so we need to be preparing our students for the world of work So the sweet spot is how do we make these products more interoperable to make the transition between these as easy as possible
- We have tools for Technologyâenabled learning and technology enhanced learning, but not yet for Technology intensive learning
- On the left of this model we have the typical measures required that institutions need in place, while on the right we have the activities that would help fulfil the measures. This is seen at three levels meta, meso and micro.