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Online and Open:
strategic approaches to institutional practice
Professor Linda Creanor, Sheila MacNeill, Jim Emery
Blende...
Overview
• Transformational change
• The role of strategy and policy
• So where does OPEN fit in?
• Embedding in practice
...
Transformational change
Effecting transformational, cultural
and attitudinal change takes time
and sustained effort
(Garrison, 2011)
Distributive ...
http://www.gcu.ac.uk/theuniversity/socialinnovation/
Inspirational
approaches to
learning, teaching
and assessment
which embrace
innovation and
the imaginative
use of learning...
OER Policy
http://bit.ly/1J4RZAK
‘Proof of concept’
www.gcu.ac.uk/gameson/
Online Development
FOCUS
DESIGN
REVIEW
Monthly Cross-University Support Sessions
Methodology
The Design Process
How useful have OERs & OEPs been, or will be, in your
learning & teaching activities?
Next year
Staff survey April 2015
29...
How confident are you in -
46%
15%
23%
9%
7%
Creating & sharing OERs
Not very confident
Slightly confident
moderately conf...
Which of the following do you actually use in your modules?
7%
15%
48%
29%
31%
31%
13%
25%
0%
10%
20%
30%
40%
50%
60%
70%
...
Summary
A Awareness
Informal
sessions
Our own
practice
Social media
CCPD
Creative
commons
Creating ,
sharing,
finding &
us...
Transformed….?
www.gcu.ac.uk/campusfutures/media/
References
Blackboard Coursesites www.coursesites.com/
BYOD4L open online event byod4learning.wordpress.com
‘Carpe Diem’ d...
Online & Open: strategic approaches, ALTC Sep 2015
Online & Open: strategic approaches, ALTC Sep 2015
Online & Open: strategic approaches, ALTC Sep 2015
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Online & Open: strategic approaches, ALTC Sep 2015

A strategic approach to embedding OERs and OEPs as part of curriculum design for online developments across a university.

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Online & Open: strategic approaches, ALTC Sep 2015

  1. 1. Online and Open: strategic approaches to institutional practice Professor Linda Creanor, Sheila MacNeill, Jim Emery Blended Learning Team, GCU LEAD Glasgow Caledonian University l.creanor@gcu.ac.uk @lcreanor This work is licensed under a Creative Commons Attribution 4.0 International License. ALT-C 2015, 8-10 September
  2. 2. Overview • Transformational change • The role of strategy and policy • So where does OPEN fit in? • Embedding in practice • Where now and where next? • Summary
  3. 3. Transformational change
  4. 4. Effecting transformational, cultural and attitudinal change takes time and sustained effort (Garrison, 2011) Distributive Leadership, which has been described as a distribution of power within the sociocultural context of universities, provides a valuable model for encouraging scholarship and innovation in learning and teaching. (Creanor, 2014) Transformation is by nature a difficult concept to measure. It implies change from a known state to one that can only be described at the level of principle. (Gunn et al, 2014)
  5. 5. http://www.gcu.ac.uk/theuniversity/socialinnovation/
  6. 6. Inspirational approaches to learning, teaching and assessment which embrace innovation and the imaginative use of learning technologies Enabling our people Students as partners Digital development Student support systems Campus development University systems Evidence base for enhancement Partnership & collaboration GCU Strategy for Learning (2015- 20) Enablers www.gcu.ac.uk/gaq/strategyforlearning2015-2020/
  7. 7. OER Policy http://bit.ly/1J4RZAK
  8. 8. ‘Proof of concept’ www.gcu.ac.uk/gameson/
  9. 9. Online Development FOCUS DESIGN REVIEW Monthly Cross-University Support Sessions
  10. 10. Methodology
  11. 11. The Design Process
  12. 12. How useful have OERs & OEPs been, or will be, in your learning & teaching activities? Next year Staff survey April 2015 29% 13% 15% 28% 15% 38% 12% 16% 19% 15% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Not at all useful Slightly useful moderately useful very useful extremely useful OER OEP Current year 32% 16% 26% 18% 8% 42% 12% 31% 8% 7% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Not at all useful Slightly useful moderately useful very useful extremely useful OER OEP
  13. 13. How confident are you in - 46% 15% 23% 9% 7% Creating & sharing OERs Not very confident Slightly confident moderately confident Very confident Extremely confident
  14. 14. Which of the following do you actually use in your modules? 7% 15% 48% 29% 31% 31% 13% 25% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Regularly Sometimes Occasionally Never Embedding external content (e.g. Youtube, flickr, slideshare, twitter feeds) Creating & sharing OERs
  15. 15. Summary A Awareness Informal sessions Our own practice Social media CCPD Creative commons Creating , sharing, finding & using OERs E Examples Shared examples Encouraging colleagues T I M E
  16. 16. Transformed….? www.gcu.ac.uk/campusfutures/media/
  17. 17. References Blackboard Coursesites www.coursesites.com/ BYOD4L open online event byod4learning.wordpress.com ‘Carpe Diem’ design model www.gillysalmon.com/carpe-diem.html , Creanor, L. (2014), Raising the profile: an institutional case study of embedding scholarship and innovation through distributive leadership, Innovations in Education and Teaching International 51 (6), 573-583, http://www.tandfonline.com/doi/pdf/10.1080/14703297.2013.796716 Garrison, D.R. (2011). E-Learning in the 21st Century. New York: Routledge GCU Games On Case study bit.ly/1LKFvyB GCU OER Policy bit.ly/1J4RZAK Gunn, C., Creanor, L., Lent, N. Smyth, K. (2014), Representing Academic Development, in Journal of Perspectives in Applied Academic Practice, 2 (2), jpaap.napier.ac.uk/index.php/JPAAP/article/view/92 Hybrid learning model cetl.ulster.ac.uk/elearning/hlm.php MacNeill, S. (2015) Blog post howsheilaseesit.wordpress.com/2015/03/25/using-trello-for-learning-design/ Trello Project Planning trello.com/

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