An exploration of achieving more with less for implementing elearning

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An exploration of achievingmore with less for
implementing e-learning
Any time this Century?
Strategic Responses to Change Cambridge October
2003
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Dr. Gilly Salmon

• Centre for Innovation, Knowledge Enterprise,
  Open University Business School
• Chair Professional Certificate in Management

• Visiting Professor,
• Glasgow Caledonian Business School
• Director All Things in Moderation Ltd

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Problems
opportunities for the 21st century
Strong emphasis on technical fix Reinforced
by solution of VLEs Selwyn et al 2001
When a new technology is introduced methods
reflect the norm rather than transform
practice Our current paradigm of teaching is
designed for sorting Reigeluth Joseph
2002, Elmore 1996, Slevin 2003
This is our moment .
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Background literature
Academic staff development Kling 2002
over idealising of online communities Armstrong
Hagel 1996 Flexibility in learning Richards
2002 Equivalence McLaughlin 2002
Reflection practice Edwards et al 2002
E-tivities scaffolding Salmon 2002
Paradox of freedom online Shedletsky
Aitken 2001
Understanding Definition of media
platforms Sufert et al 2002
Online Pedagogy Montieth Smith 2001 Forsyth 2002
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Influencing ideas
Smart Mobs Howard Rheingold 2003
The Tipping Point Malcolm Gladwell 2000
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Strategic Responses?

• Experience of online for academic/teaching staff-
  E-moderating E-tivities courses
• CARPE DIEM project

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Stage 1 Write blue print
Stage 2 story board
Stage 4 Reality check
Stage 3 Build prototype online
Stage 6 Approve, plan go
Stage 5 Adjust
Runs alongside Online E-moderating Skills
development
3 day workshop
CARPE DIEM
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The CARPE DIEM promise!
Get online in 3 days!
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Key elements underlying CARPEDIEM as a
development process

• time
• technical skill
• understanding
• pedagogical
• differences
• Roberts, Siddiqui,
• Lennon 2003

• The People
• Topic champions
• Learning technologists
• Blackboard developer/technician
• Team facilitator
• Electronic resourcer
• Plus
• Reality checkers

• Speed Time
• Supportive environment
• Emergence of convincing approach for students
• Group/discipline with which staff identify
• Appropriate immediate help with the VLE
• Acceptable methodology for development

Tsui Ki 2002
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Academic Staff as change agents
Personal career identity. discipline
resources
Capability Confidence Professionalism
Internal organizational support structures
External push
Salmon 1995
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Focus on Process Outcome

• Full engagement in decisions and development
• Lay open the VLE

• Understanding of team roles
• Understanding of new pedagogical approaches

Good online courses.. Exploiting the VLE Rapidly
available
Engagement, simplification Team working, attitude
change
Creation of champions
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method development
Creative techniques
CARPE DIEM Method
Model cross professional knowledge sharing
Software development
soft systems approaches
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Team approach, Professional teams Lecturing teams
3 day ff workshop
3 days of time off CAMPUS with
networked Computers for days 2 3
CARPE DIEM Method/components
Printed handbook
Facilitators resources
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CARPE DIEM prerequisites

• VLE instruction
• Approved module descriptors including learning
  outcomes agreed
• Everyone attends

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Stage 1 Write blue print
Stage 2 story board
Day 1
Stage 4 Reality check
Stage 3 Build prototype online
Day 2
Stage 6 Approve, plan go
Stage 5 Adjust
Day 3
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Stage 1 Write blue print
Stage 2 story board
Stage 2 Create Story Board Timing Flow Processes
Links All planned out! Iteration with story
board Discussion
Stage 1 Write blue print Work together to lay
out essential aspects of the online
course Mission, look feel, use of
metaphor, Assessment, evaluation, pedagogy,
media mix, Blend, special aspect of VLE, contents
Stage 5 Make adjustments Opportunity to change
based on feedback Teams get together
Stage 4 Reality check
Stage 3 Build prototype online
Stage 6 Action plan Review approve Go!
Stage 3 Build prototype ONLINE Based on simple
e-tivities Agreement on who will take
responsibility for what Return to story board,
adjust as necessary Mark where need to
return Encouragement to move on and on
Stage 4 Reality check Naïve users Observation feed
back
Stage 6 Approve, plan go
Stage 5 Adjust
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The Pilots
In Caledonian Business School
3 run to date
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Caledonian Business Schoole-marketing module
the 1st CARPE DIEM event

• Resulted in
• 5 themed units online in 12 week semester
• 2 weeks per unit, 4 weeks for unit 4
• 44 E-tivities and discussion boards
• Group space for coursework assessment

A fundamental change story..
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CARPE DIEM 1 resulted in a successful online
coursefor e-marketing

• 23 students started 23 completed
• Pass marks in assessments, mean 4 higher than
  offline course
• Quality of contributions by students depth and
  detail
• Good student and staff feedback!

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• I've really enjoyed being able to work in my
  own time and having the freedom to enter the
  discussion rooms at anytime.
• I have seen and heard more feedback, views and
  interpretations in Unit 1 than I have in all my
  seminar face to face classes put togetherI have
  been able to understand and consider concepts
  through other student's contributions.
• Students quotes from Unit 1

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• At the start of the module I was extremely
  apprehensive about using the computer to
  communicate . Now it has taught me to be
  self-motivated and manage my time more
  effectively
• I feel that our time on this module has been a
  positive experience that will stand us in good
  stead when we enter employment in the 'real'
  world. Students quotes from Unit 5

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• Students definitely have to take greater
  responsibility for their own learning its not
  just a case of turning up to lectures
• We stress the importance of being a team
  player but being a self-starter is even more
  important. Graduates in industry will often find
  themselves having to work on their own and just
  have to be able to get on with it to get the job
  done.
• Tutors comments

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2nd CARPE DIEM eventUndergraduate research
methods module

• Cross university module
• 80 students on placement
• Staffing issue totally student centred?

• What happened
• Provided impetus and kick start
• Eye opener for statistics lecturernew ways

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3rd CARPE DIEM event

• We learnt from this one
• Can be scaled up
• Promotes team working across Business School
• and university
• Methodology is acceptable transferable
• across several disciplines and topics
• (further interest from across the university)

• CARPE DIEM run for
• New Certificate in Management
• 6 module teams
• Same Rapid Development Task Force plus additional
  facilitators

• OUTCOMES SO FAR
• Exemplary approval event
• Role model for others in university
• Wider dissemination benefits within CBS

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CARPE DIEM as team development

• Promotes
• Pan - university team of online champions
• Close liaison with academic teaching teams
• Learning within and between teams - a virtuous
  circle!

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Promoting pedagogical change through CARPE DIEM

• Facilitates team formation
• Changes perceptions of online learning
• Consensus on look, feel learner experience
• Enables peer supported learning across programme
• Results in openness of learning and teaching
  process

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Critical issues- CARPE DIEM success

• The Rapid Development Task Force
• Securing the lecturers commitment for the 3 days
• Ensuring resource to complete action plan
• Encouraging lecturers to bring resources to the
  event but also to avoid too much fixed
  preparation
• Using structured methods

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CARPE DIEM development

• Secure research funding can be more full
  researched
• Transferable model developed

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Contact Follow Up
Many thanks for your attention

• G.K.Salmon_at_open.ac.uk
• G.M.Roberts_at_gcal.ac.uk

• http//www.atimod.com/presentations
• http//www.atimod.com/e-moderating
• http//www.e-tivities.com