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Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology

19 th International Conference: University of Manchester 10-13 th September . Mainstreaming e-learning & innovation for teaching in HE . Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology. Summary of findings : Mainstreaming. Strategy & Policy.

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Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology

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  1. 19th International Conference: University of Manchester 10-13th September Mainstreaming e-learning & innovation for teaching in HE Professor Gilly Salmon PVC Learning Transformations Swinburne University of Technology

  2. Gilly Salmon ALT-C 2012 Summary of findings : Mainstreaming Strategy & Policy 4 perspectives & approaches:, incremental improvement, opportunities, learning futures, transferability • institution-wide staff capability & capacity building • Low-cost high value for learning technologies • R & D unit including observatory & innovation pipeline Structures • Prototyping : action with evidence • Problem solving perspectives • Judge based on improved learning experiences or lowering of resources Actions & Implementation

  3. Gilly Salmon ALT-C 2012 Definitions • Invention is the creation of a new idea, whether product, technology or method… • Innovation implies the development of more effective products and/or processes that become accepted by markets, governments and society. …in our case the institution and ultimately the sector

  4. Gilly Salmon ALT-C 2012 Innovators Dilemma Clay Christensen’s work He asks a very straightforward question without an obvious solution – “Why do well managed, successful companies repeatedly fail to create and adopt new disruptive innovations?”

  5. Gilly Salmon ALT-C 2012 Flying not Flapping • ALT-J, Research in Learning Technology • Vol. 13, No. 3, October 2005, pp. 201–218

  6. Today’s Students + available, established learning technologies Gilly Salmon ALT-C 2012 Development Research Creating new offerings with new technology New types of Students Available Technology New Missions/ Markets Today’s students & curricula + new modes & Technologies Present Present New Learning/ Technology

  7. Today’s Students + available, established learning technologies Gilly Salmon ALT-C 2012 Development Research Creating new offerings with new technology New types of Students Available Technology New Missions/ Markets Today’s students & curricula + new modes & Technologies Present Present New Learning/ Technology

  8. Today’s Students + available, established learning technologies Gilly Salmon ALT-C 2012 Development Research core peripheral Creating new offerings with new technology New types of Students Available Technology New Missions/ Markets Today’s students & curricula + new modes & Technologies Present Present New Learning/ Technology

  9. Gilly Salmon ALT-C 2012 Innovation Process Deploy Scale Normalise Transfer

  10. Today’s Students + available, established learning technologies Gilly Salmon ALT-C 2012 Development Research Creating new offerings with new technology New types of Students Available Technology New Missions/ Markets Today’s students & curricula + new modes & Technologies Present Present New Learning/ Technology

  11. Today’s Students + available, established learning technologies Gilly Salmon ALT-C 2012 Development Research Creating new offerings with new technology New types of Students Available Technology New Missions/ Markets Today’s students & curricula + new modes & Technologies Present Present New Learning/ Technology

  12. Gilly Salmon ALT-C 2012 Increasing L & T innovation..mainstreaming

  13. Gilly Salmon ALT-C 2012 Prototyping :Key Principle 1 • A prototype is an early sample or model built to test a concept or process …to act as a thing to be built upon • Prototyping serves to provide specifications for a real, working systems rather than a theoretical one. • The word prototype derives from the Greekπρωτότυπον (prototypon), "primitive form", neutral of πρωτότυπος (prototypos), "original, primitive", from πρῶτος (protos), "first" and τύπος (typos), "impression".

  14. Gilly Salmon ALT-C 2012 Key Principles 2: Learning Design through Carpe Diem workshops • Teams • Cascading • Purposefulness • Scaling up established deploying easy to prototype pedagogical models www.le.ac.uk/carpediem

  15. Principles underlying CARPE DIEM as a development process

  16. Gilly Salmon ALT-C 2012

  17. Gilly Salmon e-tivities

  18. Gilly Salmon ALT-C 2012

  19. Gilly Salmon ALT-C 2012 University of Leicester: Media Zoo • E-learning innovation strategy as addendum to Learning & Teaching Strategy • E-learning innovation then incorporated into main L & T strategy • Evidence is the key transformational pathway • Engaged staff through prototyping & research to practice www.le.ac.uk/mediazoo

  20. Gilly Salmon ALT-C 2012 University of Southern Queensland:Australian Digital Futures InstituteStarship Phoenix • Drive ‘Digital First’ mind set • Embedded and networked research institute providing ‘low key ‘ leadership www.usq.edu.au/adfi

  21. Gilly Salmon ALT-C 2012 Swinburne University of Technology& Swinburne Online www.swinburneonline.com • Joint venture to drive fully digital innovation

  22. Gilly Salmon ALT-C 2012 Summary of findings : Mainstreaming Strategy & Policy 4 perspectives:opportunities, incremental improvement, learning futures, transferability • institution-wide staff capability & capacity building • Low-cost high value for learning technologies • R & D unit including observatory & innovation pipeline Structures • Prototyping : action with evidence • Problem solving perspectives • Judge based on improved learning experiences or lowering of resources Actions & Implementation

  23. Gilly Salmon ALT-C 2012 Principles of Learning Innovation • evidence for and evaluation of benefits of enabling innovation across the institution for students’ learning • collaboration across the institution within strategic frameworks and through funded research and development projects • raising the capability of all members of the university, students and staff, to exploit and benefit from the learning technologies of the 21st Century • exploring ‘beyond the obvious’ to prepare for the future in unseen, unknown and uncharted territory for learning and teaching

  24. “Be the change you want to see in the world” Mahatma Ghandi Gilly Salmon ALT-C 2012 “Never doubt the power of a small group of people to change the world. Nothing else ever has.” Margaret Mead Using the e-tivities structure? Please let me know right away (for the new book!) Thanks for listening “Every society honors its live conformists and its dead troublemakers." Mignon McLaughlin No budgets or humans were harmed in the making of this presentation

  25. Gilly Salmon ALT-C 2012 Some online resources • Salmon, G 2005 ALT-J, Research in Learning Technology • Vol. 13, No. 3, October 2005, pp. 201–218 • http://en.wikipedia.org/wiki/File:AderAvion3(1897).jpg • Pictures from Flickr.com • Tea, two sugars: Experiments with long exposure and lights • Chilli growth by Samcatchesides • Young forest sunshine by g bremer

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