The unbundling of higher education: Breaking down the whole.

(cc) Flickr user: Mike Linksvayer

(cc) Flickr user: Mike Linksvayer

Posted by: Erika Beljaars-Harris, Educational Developer, College of Design and Social Context, RMIT University.

There’s another movement unfolding in the background of fee deregulation that we need to be aware of: the unbundling of higher education. As Professor Jim Barber (former Vice Chancellor, University of New England) explains, “The concept of ‘unbundled’ education refers to the emergent practice of allowing students to pay for those services, and only those services, that they actually require.” Similar thoughts are being raised in the UK, as this Times Higher Education article points to a report that recommends government funding follow the student and not the institution.

Think of it as the difference between a set menu (preselected courses served at a fixed time and price) compared to free choice from the menu and dishes from any other restaurant. In the higher education arena, this might mean choosing a course from a university, but not paying for the facilities and services offered. The facilities students may choose to not use include the cafeteria and other academic and support services. What’s being called a ‘pick-and-mix’ approach means that students pay for certain facilities on a fee-for-service basis. Which leads to student choosing which parts they want to use and therefore pay for. Choice has always been seen as something students value in a program of study (look at electives, streams, majors, study-abroad and cross-institutional studies for instance) but this movement might see multi-institution degrees become a path that more students select.

According to Harvard Business School Professor Clayton Christensen, the unbundling of higher education is a form of ‘disruptive innovation‘. Christensen explains it as “a process by which a product or service takes root initially in simple applications at the bottom of the market and then relentlessly moves upmarket, eventually displacing established competitors.”  An example of this already exists in the form of consumers (students) having the ability to receive credentials via RPL (Recognition of Prior Learning) through previous work experience or a MOOC. For universities, the unbundling of higher education is a form of disruptive innovation. It is enabling the consumer (student) with the ability to choose subjects and courses from a university that can be delivered on campus, online or both, without the added fees for services and facilities that they may not need nor use. As a consumer (student), this unbundling provides the ability to secure services the individual does want, and not pay for what they don’t want. This hopefully translates to cheaper, but just as, or more effective degrees and experiences selected from a wider pool of providers.

The movement towards unbundling has started. Georgia Institute of Technology is admitting students into a low-fee postgraduate degree. Students are taking courses from the University Without Walls, a university fully supported by the University of Massachusetts, that enables students to design their program of study.

The goals of unbundling of higher education are to increase the quality of lectures, enable more individualised instruction, offer an increase in choice to students and most importantly, provide it all at a lower cost. What it might mean for academics and universities is to take stock of what they deliver well online, in blended environments and on-campus: student expectations aren’t going to do anything except rise.

To be honest, I Iike this movement, I like the goals that this movement professes to be aligning towards. I will be watching those universities to see who gets it right (and wrong) in this evolution of higher education.

Share your thoughts on unbundling in the comments…

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Beyond Blackboard Course Shells: “What on earth are they using?”

Posted by: Howard Errey, Educational Developer
John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

From a learning and teaching perspective it’s hard to think of a more important system in a modern university than its Learning Management System (LMS).

Alongside (and sometimes instead of) the physical experience of a campus, its buildings and facilities, a student now navigates an online set of hierarchies through the LMS.

There’s a great new tool available for RMIT staff that allows you to see what a student is seeing at the current point in time.

At RMIT, our implementation of Blackboard (‘myRMIT’) currently shows students that course surveys are about to close, deadlines for exchanges are coming, the availability of financial support, upcoming study skills workshops and various other announcements from whole-of-University groups.

And all of that is before they see any announcements, course materials or assessment links in their Program or Course.

There’s a renewed scrutiny on just how well and how widely myRMIT is being used by academics. Statistics showed that many courses have very low usage but there are notable exceptions and as that Swiss Army Knife expression goes, ‘pockets of good practice’. We knew anecdotally and from Program Managers that a number of other technologies were being used within and alongside the Blackboard environment.

This led our project team to ask “Well, what on earth are they using?” and a Learning and Teaching Investment Fund (LTIF) proposal to answer this question was developed. This Q&A explains some of the background to the project:

What do you think might be discovered by the project?

I think we will find a diversity of online tools that are not evidenced by the statistics. I think we will find new ways academics are using educational technologies for learning and teaching. We will discover why Blackboard’s capabilities fall short of the requirements of the creative and design disciplines and why designers/architects/artists take to alternate platforms.

I hope we will also find that staff are using many technologies in their teaching, but are simply not providing the links in Blackboard. Using the approved channel for assessment and course material has a number of advantages. It provides an enterprise-grade archive and ensures there’s a course ‘memory’ to name just a couple of benefits.

But it’s a bit like asking why people drive around in different types of cars. We look for a car that fits our requirements. At the moment I suspect some feel ‘illicit’ if they’re using tools like Pinterest, Facebook, Instagram, Tumblr or Google Sites to organise or run aspects of their course.

Think of it from the university’s point of view. We spend a lot of money on the LMS, and we want to see staff using it. A large organisation has to keep everyone happy and at the same time be adaptable. Yet we have different people and school personalities in a myriad of disciplines. So the reality is not all black and white in terms of teaching technologies. One size seems to not fit all.

One of the issues is that statistics are not analytics. What is being done with the data?

With the LMS we have never had a measure of how much it was being used. A considerable amount of our budget is being spent on the LMS and of course the university would like reporting back on its usage. However the only statistics we have are hits per course per student. This tells us very little. Yet there is a lot more going on that we know about. Staff and students are always working online – so what are they doing? This is what we set out to find out in the project.

Judgements are being made on the above statistics. There is no doubt that RMIT has patchy LMS usage, but we also know that so much more is going on.

Why is the LMS used so little is some places?

Blackboard is complex and can be difficult to use. I liken it to an old 16mm film projector. The films are what people want to see, but the projector requires a licensed operator. In the same manner, the LMS is not important; it’s the content that is. With a lack of operational understanding of the LMS, it often gets treated as just a document store. Unless lecturers are aware of what online activities can be achieved and the value to their teaching and the students’ learning, efforts beyond the use of myRMIT as a filing cabinet are hard to get excited about.

What influence would you like the project to have?

It would be a great outcome if the project discovered school/discipline specific learning technologies and how they added value to learning and teaching. We need a range of technologies that match the diversity of the university’s disciplines. We know we can’t have everything, yet we need to find some middle ground.

The imminent arrival of Google Classroom could change everything...

The imminent arrival of Google Classroom could change everything…

We also need statistics for all of the learning technologies we use, to enable meaningful learner analytics and of course to provide evidence we are using them and that they are worth paying for.

Do you see some middle ground with the suite of Google Apps?

There are quick wins for all with Google sites. The fact that RMIT students have Google accounts is an exciting and under-utilised aspect in all of this. The imminent arrival of Google Classroom could change everything.  Designers don’t want to follow what has happened before. They are not followers. They want to research, change, innovate and create anew. To some, Blackboard has a last century feel. I am surprised that there is not more competition in the LMS marketplace.

I know we will discover an enormous diversity in learning technologies in use during this project and much more than just Blackboard shells in this project.

We’ll be back later in the year with an update on the project and we have a Part 2 of this post that goes into more depth about the concept of learner analytics, but for now we’d love to hear from staff directly (email us) or through the comments section.

If you want to keep up to date with our project, follow us at www.whatonearth14.wordpress.com

Share your thoughts on Learning Management Systems comments section!

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Everyone can have their moment – Celebrating learning and teaching

Posted by: Ruth Moeller, Lecturer in Education and Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

BHFor me it can be easy to forget why I teach and more importantly why I love to teach; its about the students, the engagement, what I learn from them as well as imparting the odd bit of knowledge to them. Can anything be as rewarding as a student saying ‘You know we talked about “X”- I tried it and it worked!’? Or a student showing you they have come up with something that is unexpected, proof of effort and that they are proud of their achievements?

I believe that teaching is an art; well informed by theory and practice but in essence it is the way it is enacted with different students, in different situations, at different times that produce diverse and often unexpected results that make it such an exciting profession.

Having said all that, it can be somewhat demoralising to have your teaching distilled into a GTS (Good Teaching Score) that is such a cold set of numbers that may or may not JFreflect the experience of you or your students in the classroom. A misread question, numbering down the wrong side or students unhappy with _________ (fill in the blank) can all skew the results. That doesn’t mean that we should dismiss the GTS as it is a form of feedback from students but it is important to keep it in perspective.

So with that in mind, I am starting a movement to encourage all teaching staff to take a breath and think about their teaching, their students and the positive experiences they have had during the year and to value that.

How to do this you ask?

One way can be to ask yourself three questions: ‘What have I learnt when teaching?’, ‘How have my students surprised me?’ and ‘In my teaching I am pleased with…’

You may even want to do this with colleagues, to reflect, acknowledge and celebrate what makes you keep teaching.

RM

So complete the following sentences:

What I have learnt when teaching is…

My students have surprised me by…

In my teaching I am pleased with…

Thanks to Julie and Bronwyn for sharing their responses!

Share your thoughts in the comments!

 


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Linking to the recent Sessional Staff Symposium

Connecting Sessional Staff LogoPosted by: Kellyann Geurts, Senior Advisor, Learning and Teaching, Design and Social Context College, RMIT University.

The College of Design and Social Context facilitated a Professional Development Symposium for sessional academic and teaching staff on Friday 6 September.

If you missed my last post, the 2013 Connecting Sessional Staff Project aims to:

  • Address individual learning and teaching needs
  • Share, present, discuss and reflect on teaching and learning experiences
  • Support collaboration, peer partnerships and mentoring
  • Connect with other sessional staff and learning networks across the University
  • Link to the online Sessional Modules from the Professional Development for Tertiary Teaching Practice (PDTTP). The Modules are accessible through Blackboard and information is online at: http://www.rmit.edu.au/teaching/pdttp/sessionals

The symposium workshops were practical and hands-on. They aimed to connect staff with their peers, their curriculum and with their students.

For those who missed the symposium or attended and missed a workshop, here is a brief overview with  the learning outcomes for each.  If you find something  of interest, you can follow the links or even contact the facilitator for more information:

Opening Session

Workshop 1: Technology… you’ve gotta have a Plan B!

Spiros Soulis, Senior Advisor Learning and Teaching, Learning and Teaching Unit

•Design back-up activities to include in lesson plans for when the technology fails
•Know who to call and what to say when you have technical issues in the class
•Identify resources to have on hand to continue to engage your students.

See also:
the teaching tomtom: http://theteachingtomtom.wordpress.com/2012/05/29/technology-you-gotta-love-it-when-it-works/
Teaching with Technology: http://www.rmit.edu.au/teaching/technology

Workshop 2: Assessment

John Benwell, Principle Learning & Teaching Advisor (Architecture and Design)

•Discuss and know how to use assessment as learning activity and a progress monitor
•Create an assignment in blackboard (with e-submission)
•Discuss and understand academic integrity using Turnitin.

See also:
RMIT University Student Assessment http://www.rmit.edu.au/students/assessment
Center for the Study of Higher Education, Melbourne University http://www.cshe.unimelb.edu.au/resources_teach/assessment/
Turnitin http://www.rmit.edu.au/teaching/technology/turnitin

Workshop 3: Engaging your students using Inclusive Teaching practices

Andrea Wallace, Educational Developer, DSC

•Identify and discuss challenges in managing a diverse student cohort in your class
•Translate the principles of Inclusive Teaching into your practice
•Design activities that incorporate alternative teaching strategies.

See also:
Inclusive Teaching http://www.rmit.edu.au/teaching/inclusive

Workshop 4: Teaching in Next Generation Learning Spaces

Thembi Mason, Educational Developer and Jon Hurford, Senior Advisor Learning & Teaching (Art)

•Identify the characteristics of a Next Generation Learning space
•Locate relevant resources and discuss approaches to teaching and the use of technology in these spaces

See also:
Next Generation Learning Spaces http://www.rmit.edu.au/browse;ID=xnbgfx4a17h3
Teaching with Technology http://www.rmit.edu.au/teaching/technology

Workshop 5: Connecting courses to content

Bernadene Sward, Liaison Librarians and Anne Lennox, University Library

•Make the most of library licensed learning and teaching resources, open access and creative commons content.

See also:
Library Learning Repository http://www.rmit.edu.au/library/learningrepository
School Liaison Librarians http://www.rmit.edu.au/library/librarianshttp://www.rmit.edu.au/library/librarians

Workshop 6: Teaching students from diverse linguistic and cultural backgrounds

Barbara Morgan, Study Learning Center

•Discuss the challenges facing students from diverse learning backgrounds
•Identify and integrate teaching strategies that address linguistic and cultural differences in the classroom.

See also:
Study and Learning Centre http://www.rmit.edu.au/studyandlearningcentreFinal Session

Workshop 7: RMIT Peer Partnerships: supported professional development for continuous improvement in teaching

Angela Clarke and Dallas Wingrove, Senior Research Fellows

•Find a focus for the observation of your teaching
•Provide sensitive and constructive feedback for a colleague
•Establish and build networks of professional relationships with DSC sessional teaching staff.

See also:
Peer Partnerships http://www.rmit.edu.au/teaching/peerpartnerships

Workshop 8: Flexible delivery, Blackboard Collaborate & Google Sites

Erika Beljaars-Harris, Howard Errey and Andrea Wallace, Educational Developers, DSC

•Use iPads and other mobile devices for teaching and learning
•Use and manage Blackboard Collaborate
•Setup and manage Google Sites.

See also:
Teaching with Technology http://www.rmit.edu.au/teaching/technology
DevelopME http://www.rmit.edu.au/staff/professionaldevelopment/training

School workshops: Talking about Learning and Teaching

School Senior Advisors of Learning and Teaching with School Liaison Librarians and School representatives

•Identify issues surrounding learning and teaching practice in your School
•Locate key learning and teaching resources at RMIT
•Discuss ways in which you can contribute and feel included in a collegial and supportive environment.

Final Workshop: CES and feedback

Ruth Moeller, Lecturer in Education and Senior Advisor, Learning and Teaching, College of Design and Social Context

The final workshop for the day focused on what academic and teaching staff will be encountering now students have returned for remainder of the year.

See also:
FAQs about CES http://www.rmit.edu.au/ssc/ces/faq

As you can see from the range of what was covered (and with an hour limit for each workshop) the conversations have only just begun.

We have time to prepare well for our end of year symposium, continue constructive conversations in the Schools and time to develop a firm plan for ongoing learning and teaching support for sessional staff beyond this semester.

A few more useful links for Sessional Staff at RMIT University 

Quick guide for sessional staff http://www.rmit.edu.au/teaching/sessional

Professional Development Calender http://www.rmit.edu.au/staff/professionaldevelopment/calendar

Learning and Teaching Unit http://www.rmit.edu.au/teaching

Senior Advisors, Learning and Teaching http://www.rmit.edu.au/dsc/learningteaching

If you have any questions please share them in the comments section or contact me (Kellyann Geurts) or your School’s Senior Advisor, Learning and Teaching.

Don’t forget you can subscribe to have the tomtom delivered to your email as soon as it’s published and you can follow us on facebook: www.facebook.com/TeachingTomTom.

RMIT Learning & Teaching Expo 2013

Guest post: Penny Mercer, Project Advisor, Learning and Teaching Unit, RMIT University.

Click to open the RMIT Learning & Teaching Expo 2013 page.

The Learning and Teaching Expo is an opportunity to showcase the excellent work of our dedicated teaching staff. It is a time for all of us to reflect on how we might enhance the student experience, reimagine our teaching and network with colleagues.

This year’s Expo takes the theme of “Inspiring teaching, inspiring learning.” Come along and hear what your colleagues have done to improve student learning outcomes, bring along your own experiences, or questions for discussion time. The Expo eLearning journey will allow all staff to identify a point of interest from which further learning opportunities can be explored.

Come along and hear from our invited keynote speakers about what is happening in the tertiary education sector, hear what your colleagues have done to improve student learning outcomes and bring along your own experiences or questions for discussion time.

Day 1: Tuesday 3 September – 12pm to 4.30pm, with lunch from 1pm to 2pm
Day 2: Wednesday 4 September – 9am to 1pm, with lunch from 1pm to 2pm
Venue: Design Hub, City campus.

Click here (or on the image above) to see the 2013 program and register now to attend (RMIT login required).

We look forward to seeing you there!

Keeping watch

Posted by: John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Click to go to RMIT's Learning LabThe beginning of first year at university starts with a new physical environment, a new learning environment and even a new lifestyle. For school-leavers, gone are the teachers and the normal 9 till 3 classes and old school friends. The new environment is foreign, and to some intimidating. In comparison with the familiar, regular school schedule, this can leave some new students a bit bewildered and confused. In a different way, students who are returning to study after some years in the workplace (and those who haven’t studied in a tertiary institution) will probably be balancing work and family commitments.

All of this applies just as much to mid-year entry; an option that students are increasingly taking as we promise more flexible pathways through a qualification. Students who start mid-year might have a reduced range of orientation activities to participate in and feel less like part of the cohort.

Recent national figures indicate that about 18% of Australian students who commence as an undergraduate at a university in 2012 will not be at that university in 2013 (Devlin M, 2012).

Semesters are short, so students usually have to study from day one. They need help in the transition from secondary to tertiary education. A major part of this transition is moving from a somewhat dependent learner to an independent learner. This is a big challenge for young adults.

As tertiary educators we need to “keep watch” of these students in the first semester. I say “keep watch” rather than “take care” on purpose, as they are young adults. They mostly don’t need care, but monitoring to make sure they are academically progressing and not falling behind, as once behind in their work, their problems compound.

With study loads increasing, and work piling up, the easy solution for them is to withdraw and leave university, research as to why by academics Gail Huon and Melissa Sankey in a study at UNSW concludes:

“When we examined all variables that had been shown to be significant predictors of the consideration to discontinue, only three factors continued to have a significant association. Students’ perceptions of their workload, the number of paid work hours, and academic performance were associated with the decision to discontinue. The higher students’ academic performance, the less likely they had been to seriously consider discontinuing. It is important to note that academic performance has the most substantial contribution, when all other influences are taken into account.”

We can see that a student who is behind in their study program is potentially in trouble. Overwhelmed with their perceived load and general life stresses, it can seem that discontinuing is a real and easy way to solve their problems.

If academic performance is the most substantial factor in student perception to withdraw, as

Psychology students in a peer-mentoring program.

Psychology students in a peer-mentoring program.
© Margund Sallowsky (Photographer)

tertiary educators, we should be aware of and detect from an early stage in their first semester, how students are coping with their new environs and their academic load and test their involvement in a formative manner. This should occur in the first few weeks of the semester.

To “keep watch” we must have strategies to identify these students as well as strategies to help them. Whilst an early piece of assessment may seem to them initially as an instant hurdle, it will help to evaluate if the students are on track. Examples of how we can assess a students progress could be a simple online quiz about your course’s basic concepts, participation in a discussion in class or online, or even a small reflection. The data from Blackboard can be used to see whether your students are looking at course materials or whether they’ve looked ahead to the main assessment.

Devlin (2012) also suggests connecting “at risk” students with other students. This could include running a camp in the first few weeks to build a support community, or running classes or tutorials with students from all years of the program in one room. This is common in ‘vertical’ design studios at RMIT, which not only provides for the opportunity of peer learning interactions, but also means that senior students become peer mentors for the first year students. A number of student mentor programs are in place across the university.

All students should have access to Study Skills tutorials, both online and face to face. We may teach a first year Architecture student design, but are we teaching tertiary study skills to our new tertiary students?

As well as conducting an early assessment, at RMIT, services are available to assist students with their study skills. It is up to course co-ordinators and tutors to check in the first few weeks of semester one, that students are coping with the school-university transition, and advise them of the help available.

And consider a formative assessment for your students in the first few weeks of semester. Maybe you can take time out in one of your classes, if you haven’t already, to point students to the help that is available to them before it’s too late.

Resources available online and at RMIT University, Melbourne:

RMIT Learning Lab
A comprehensive online site with Study Skills, English Language development, Maths Help, Assessment tasks help, Writing skills and also help for new postgraduate students. (http://emedia.rmit.edu.au/learninglab/)

Library Tutorial
Library tutorials include pages to improve students research, referencing and information finding skills. (http://www.rmit.edu.au/browse;ID=fg3oadj847l01)

Study and Learning Centre
A place where students can go and get face-to-face study skills advice and English Language development tools. (http://www.rmit.edu.au/browse;ID=vaatmxwjav8k)

References:

Huon G. & Sankey M. (2000) The transition to University, Understanding Differences in Success, http://fyhe.com.au/conference/past-papers

Devlin M, First Year Survival Guide, The Age, Jan 16 2012, http://www.theage.com.au/national/tertiary-education/first-year-a-survival-guide-20120116-1q267.html#ixzz2S5UrDCv0

Share your thoughts about mid-year orientation in the comments below!

2013 RMIT Teaching Awards Reminder!

Posted by: Jon Hurford, Senior Advisor, College of Design and Social Context, RMIT University.

photo (1)We break radio silence on the tomtom just to mention that across the DSC, Deans and Chairs L&T are accepting and sorting through nominations for the 2013 RMIT Teaching Awards, so if you were thinking about applying for an award there’s still time to submit the mini-application to your L&T team.

Likewise, in the College of Business their own nomination process is in its final days and the College of Science, Engineering and Health has a cutoff for submissions of 15 July.

And if you’re working on an application, make sure you check out the following links!

Meredith Seaman’s: Teaching Awards – worth the paperwork?
&
Kym Fraser’s: Applying for a teaching award next year? Start collecting your evidence this semester.

These two posts form an excellent knowledge base for RMIT staff who are thinking about applying for an award.

Regards,

Jon