Horses, courses

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Horses, courses drinking the water jump

• Gilly Salmon

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Hurdles
Horses
Water Jumps
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Hurdles identifying jumping
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• Reward criteria for appointment and performance,
• review, confirmation of probation, promotion and
  institutional special awards, Teaching
  Fellowships or prizes.
• One- off monetary rewards for academic purposes
• perks, but valuable in personal terms
• team contexts
• Recognition influenced by perceptions amongst
  peers
• Celebration may form part of formal reward and
  recognition.
• inaugural professorial lecture.
• less formal reward activities, such as the award
  of time-limited Fellowships or prizes at a ritzy
  occasion.
• Celebration.. a number of forms, institutional
  culture and fit with the intellectual life of an
  organization and hence traditions vary.

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Horses For courses
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Leicesters approach
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E-Learning Staff Development Approaches
Planning pedagogy
Technical skills
E-XChange
First Friday
E-Reflections
Academic Practice
Carpe diem
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First Friday
Planning pedagogy
Technical skills
A monthly opportunity to explore use of the
Virtual Learning Environment including... Familiar
isation - a one-hour hands-on introduction Worksho
p - a two-hour practical session on a rolling
series of themes (eg content creation,
assessment, communications) Workshop Plus a
two-hour session where participants are supported
working through their own e-learning project
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E-Reflections
Planning pedagogy
Technical skills
An entirely online course emphasising the use of
communication tools such as discussion groups and
chat (or virtual conferencing). Based on Salmons
five-stage networked learning model.
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E-XChange
Planning pedagogy
Technical skills
An opportunity for course teams to book the
training suite and support staff for a course
designed to meet their needs. The course is
advertised so that colleagues with similar needs
can book any surplus spaces.
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Carpe diem
Planning pedagogy
Technical skills
An extended programme over 2 or 3 days for course
teams to consider their course blend. Only once
the team has considered and planned the course
does the hands-on work to deliver it begin. The
concept was developed by Professor Gilly Salmon.
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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 5 Adjust
Stage 6 Approve, plan go
Day 3
carpe diem
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Academic Practice
Planning pedagogy
Technical skills
Two M level 15 credit modules exploring both
theory and practice of e-learning- E-LEARNING
Resource creation student support developing
on online learning experience COURSE 3D
exploring curriculum innovation
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Tutors in the Open UniversityBusiness School
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OUBS Certificate in Management
3 discussions 6 e-tivities 3 hours per week only
2 week online training for tutors
Numbers Cohort 1 (Spring 2004) 49 participants,
44 completed Cohort 2 (Autumn 2004) 65
participants 53 completed And continues
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http//stadium.open.ac.uk/berrill/
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Benefits Online management tutor training

• Costs approx one third of ff
• 90 higher participation and completion rate

• Follow up after 3 months
• time but effective
• productive
• different input pacing
• 2/3 of the participants
• achieved an objective from PDP
• 14 had achieved more than one

• Key feedback
• opportunity to share and learn from others was
  most valuable.
• Recognition of resources as sparks to discussion

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Herman van der Merwe Director Telematic
Education
63 thousand students 11 faculties 900 faculty
members 15,000 DE students 18,000 fully online
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Royal Veterinary College UKe-Continuous
Professional Development

• e-Moderated CPD course for practising vets run by
  the Royal Veterinary College
• 6 week course with a maximum of 20 vets per
  course and one specialist e-moderator
• Problem based approach with subgroups working up
  clinical cases and reporting findings back to
  other groups and e-moderator

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Water Jumps The future Creativity Beyond the
obvious
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Media Zoo at Leicester

• A recognised centre for the dissemination of
  results of all research projects
• An area for staff members and associates to
  explore all kinds of new technologies and their
  educational application, innovation, creation and
  mediation
• Sharing of good practice using new technologies
  to explore up and coming applications and blue
  sky thinking
• Showcase a forum for the stakeholders in
  e-learning
• Inspiration, enticement, promotion and focus for
  all staff
• Act as a focal point for teachers and researchers
  within and outside the University and its
  associates, partners and communities
• A high level of exposure to innovative thinking
  from a variety of disciplines in the University
• Opportunities to reach the University of
  Leicesters wider community (e.g. FE colleges,
  distance learning agencies across the world)
  hence enhance technology transfer

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Break out Groups

• How can we create balance and appropriate
  responses to
• our staff development and change approaches
  between
• 1. Challenging and developing early adopters and
  innovators
• and
• 2. Scaling up transfer through depth or breadth
  in the institution
• and
• 3. VLE roll out and quality approaches to student
  learning
• and
• 4. Positioning ourselves for innovation, research
  and the Future

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Thanks for taking part