SPECIAL BRIEFING # 1

BUILDING AN EFFECTIVE LEARNING ENVIRONMENT IN AN ONLINE LEARNING COURSE

Get a special briefing by Dr. Tony Bates on:

  • Guidelines and practical advice for teaching with technology
  • Flexible models of learning design
  • Best practice models and options to design an online course or redesign an existing one

Although there is no one best design model for all circumstances, some are better than others for developing the knowledge and skills needed in a digital age.

Takeaways

An understanding of:

  1. The most effective delivery models for teaching with technology.
  2. The characteristics of an effective teaching model for the digital age.
  3. The advantages are offered by new technologies for teaching and learning.

Dr. Tony Bates is a Contact North I Contact Nord Research Associate and President and CEO of Tony Bates Associates Ltd, a private company specializing in consultancy and training in the planning and management of e-learning and distance education in over 40 countries. He is also Distinguished Visiting Professor in the G. Raymond Chang School of Continuing Education, Ryerson University, Toronto.

His blog ‘Online learning and distance education resources’ has over 2,000 posts, more than 3,000 ‘followers’, and 30,000+ visits per month.

Dr. Bates is the author of 12 books and over 350 papers in the area of distance education and the use of technology for teaching including ‘Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning’, co-authored with Albert Sangrà of the Open University of Catalonia, ‘Technology, e-Learning and Distance Education’, ‘Managing Technological Change: Strategies for College and Universities Leaders’, ‘Effective Teaching with Technology in Higher Education’(with Gary Poole), and ‘National Strategies for e-Learning’.

 

SPECIAL BRIEFING # 2

E-APPRENTICESHIP AS AN EFFICIENT SKILLS DEVELOPMENT MODEL

Get a special briefing from Dr. Stephen Murgatroyd on:

  • How jurisdictions around the world are rethinking their approach to apprenticeship and skills development.
  • The growth of modular, stackable programs to support apprentices; micro-credentials; real-time remote supervision; competency-based video assessment and online learning to support workplace learning are all taking place in Canada, New Zealand, Australia, United States and Europe.
  • How digital technologies can support significant improvements in apprenticeship program outcomes and how new approaches to skills assessment for apprentices can help transform certification.

Takeaways

An understanding of:

  1. The range of digital technologies that can support work-based apprenticeship and skills development.
  2. Using video-based and augmented/virtual reality skills assessments to accelerate apprenticeship completion.
  3. The emerging approach to skills-based training using supervised practice supported by e-supervision.

Dr. Stephen Murgatroyd is Contact North I Contact Nord’s Chief Innovation Officer.

He has worked with major corporations (Oracle, EMC, Citibank, Heinz, ASDA (Wal-Mart’s UK division), Barclays Visa and many others) on major change and development programs.

He has designed learning systems, such as Athabasca University’s online MBA program and a creative work-based learning Masters degree as a partnership between Life Skills International and Middlesex University.

Dr. Murgatroyd is the author of over 40 books, numerous articles and written, presented and directed television and radio.

 

SPECIAL BRIEFING # 3

ENSURING QUALITY – HOW TO DESIGN AND DELIVER QUALITY COURSES IN A SUPPORTIVE LEARNING ENVIRONMENT

Get a special briefing by Dr. Tony Bates on:

  • How new technologies and the needs of learners in a digital age require a rethinking of traditional teaching to successfully help learners develop the knowledge and skills they require.
  • Quality defined as teaching methods that reach this goal.
  • Guidelines and practical advice about how to design and deliver quality courses in a supportive learning environment.

Takeaways

An understanding of:

  1. Quality teaching in a digital age.
  2. The nine steps to quality teaching in a digital age.
  3. The characteristics of an effective learning environment.

Dr. Tony Bates is a Contact North I Contact Nord Research Associate and President and CEO of Tony Bates Associates Ltd, a private company specializing in consultancy and training in the planning and management of e-learning and distance education in over 40 countries. He is also Distinguished Visiting Professor in the G. Raymond Chang School of Continuing Education, Ryerson University, Toronto.

His blog ‘Online learning and distance education resources‘ has over 2,000 posts, more than 3,000 ‘followers’, and 30,000+ visits per month.

Dr. Bates is the author of 12 books and over 350 papers in the area of distance education and the use of technology for teaching including ‘Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning’, co-authored with Albert Sangrà of the Open University of Catalonia, ‘Technology, e-Learning and Distance Education’, ‘Managing Technological Change: Strategies for College and Universities Leaders’, ‘Effective Teaching with Technology in Higher Education’(with Gary Poole), and ‘National Strategies for e-Learning’.

 

SPECIAL BRIEFING # 4

FUTURETECH – ONLINE LEARNING 3.0

Get a special briefing from Stephen Downes on:

  • The impact of the next wave of learning technologies emerging as a consequence of significant and substantial changes in the World Wide Web.
  • How do these new technologies impact the work and experience of teachers and learners? What new pedagogies do these technologies enable? What is gained and what, if anything, is being lost? What is “hype” and what makes sense?
  • How the development of underlying technologies, such as content distribution networks, distributed ledgers (blockchain), AI and peer-to-peer hypermedia protocols, will change how we develop, distribute and consume resources in the next generation of online learning.
  • The impact of these developments on e-learning applications, learning communities, open educational resources, and the use of learning graphs to track and recognize achievement is explored.

Through the use of practical examples, case studies and illustrations, participants leave the special briefing with a new perspective on what’s happening in online learning technology and how it will impact them over the next five to ten years. They also leave knowing more about how to determine what is “real” and what is not in the fast-developing technology space.

Takeaways

An understanding of:

  1. The potential impact of emerging technologies on learning design and deployment and the learner experience.
  2. The specific ways in which technologies can be used to create learner engagement.
  3. New design opportunities for communities of learners, peer learning and project-based, personal learning.

Stephen Downes works with the Digital Technologies Research Centre at the National Research Council of Canada specializing in new instructional media and personal learning technology.

He is one of the originators of the first Massive Open Online Course, has published frequently about online and networked learning, has authored learning management and content syndication software, and is the author of the widely read e-learning newsletter OLDaily.

Through a thirty-year career, Stephen has contributed pioneering work in the fields of online learning games, learning objects and metadata, podcasting, open educational resources.

Today, he is developing gRSShopper, a personal learning environment, offering a course on new e-learning technologies, and supporting research and development in the use of distributed ledger technology in learning applications.

Stephen Downes is a popular keynote speaker and has spoken in three dozen countries on six continents.

 

SPECIAL BRIEFING # 5

OPEN DISTANCE EDUCATION AS A TOOL FOR SOCIAL AND ECONOMIC DEVELOPMENT

What we can learn from the University of South Africa (UNISA), the oldest distance open university in the world and the biggest distance learning institution in Africa.

Get a special briefing from Professor Mandla Makhanya on:

  • UNISA’s social and collective impact on the economy, communities and individuals it serves.
  • UNISA’s ability to scale its systems to increase the range and depth of learning opportunities for some 325,000 learners annually.
  • UNISA’s process for supporting innovation amongst its 6,250+ staff.

Takeaways

An understanding of:

  1. The scaling process to enable social and collective impact for open and distance education.
  2. The impact of open on individuals and communities.
  3. How to target specific underserved populations and succeed in securing access and enabling success for learners.

Professor Mandla Makhanya is Principal and Vice-Chancellor of the University of South Africa (UNISA).

He is a Referee for the South Africa National Research Foundation (NRF): specializing in refereeing applications for funding, grants and postgraduate scholarships (Sociology, Development Studies, Business Administration and Social Work).

Professor Makhanya received an honourary doctorate from Athabasca University in recognition of his outstanding leadership at UNISA and his contribution as a distinguished scholar in distance education.

 

SPECIAL BRIEFING # 6

PERSONAL LEARNING VERSUS PERSONALIZED LEARNING

MAKING LIFELONG LEARNING HAPPEN

Get a special briefing from Stephen Downes on:

  • The difference between Personalized Learning and Personal Learning.
  • Why personal learning is of growing importance, the tools which enable personal learning and the significant potential of personal learning as a key to lifelong learning and the skills agenda.

Takeaways

An understanding of:

  1. The distinctions between personalized and personal learning and their implications for a college, university or training organization, including an examination of specific cases of effective personal learning and share some of the challenges of encouraging and enabling effective personal learning.
  2. The range of tools available to enable personal learning.
  3. The challenge of designing and delivering personal learning “systems” within an organization.

Stephen Downes works with the Digital Technologies Research Centre at the National Research Council of Canada specializing in new instructional media and personal learning technology.

He is one of the originators of the first Massive Open Online Course, has published frequently about online and networked learning, has authored learning management and content syndication software, and is the author of the widely read e-learning newsletter OLDaily.

Through a thirty-year career, Stephen has contributed pioneering work in the fields of online learning games, learning objects and metadata, podcasting, open educational resources.

Today, he is developing gRSShopper, a personal learning environment, offering a course on new e-learning technologies, and supporting research and development in the use of distributed ledger technology in learning applications.

Stephen Downes is a popular keynote speaker and has spoken in three dozen countries on six continents.

 

SPECIAL BRIEFING # 7

TAPPING THE HUGE POTENTIAL OF VIRTUAL AND AUGMENTED REALITY IN LEARNING

Get a special briefing from Chris Dede on:

  • How Virtual and Augmented Reality are fast emerging as ways to develop capabilities, skills and competencies at work through simulation and action prompts.
  • How these technologies provide rich and deep opportunities to immerse learners in challenging situations which require them to take action, demonstrating their knowledge and understanding.
  • How to use these tools to enable faster mastery of skills and competencies and share specific examples of the deployment of these technologies at scale including simulations.

Takeaways

An awareness and understanding of:

  1. Software and hardware available to create and deploy these technologies and the challenges associated with their use.
  2. The type of learning appropriate for these technologies and the design and development strategies for effective deployment.
  3. The limitations of these technologies.

Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard University’s Graduate School of Education.

Chris is a leader in mobile learning initiatives and has developed a framework for improving educational innovations.

In 2005, Chris co-edited a book called Scaling Up Success: Lessons Learned from Technology-based Educational Improvement.

His recent co-edited books include Teacher Learning in the Digital Age (Harvard University Press, 2016); Virtual, Augmented, and Mixed Realities in Education (Springer, 2017); and Education at scale: Engineering online teaching and learning (Routledge, forthcoming).

In 2012, Chris was awarded Outstanding Leadership and Dedication to the Education Profession from the Association for Teacher Educators. He also won the National Environment Education Week Green STEM Innovators Award in 2012.

 

SPECIAL BRIEFING # 8

TEN WAYS ARTIFICIAL INTELLIGENCE (AI) IS TRANSFORMING HIGHER EDUCATION

Resulting in Greater Efficiencies, Higher Student Engagement and Stronger Learning Outcomes

Get a special briefing by Dr. Stephen Murgatroyd on ten key AI technologies being adopted in higher education:

  • Natural language generation
  • Speech recognition
  • Virtual agents
  • Decision management systems
  • Deep learning platforms
  • Machine learning platforms
  • Artificial intelligence-optimized hardware
  • Biometrics
  • Robotic
  • Text analytics

Learn about practical examples of the deployment of these technologies in colleges, universities, polytechnics and corporate training environments.

Find out about the major issues associated with the growing use of AI in higher education and corporate training.

Get case vignettes illustrating the power of predictive analytics, tutor bots, augmented reality, robot teaching and 3D printing in strengthening learning outcomes and student engagement.

Takeaways

  1. An understanding and appreciation of the scale of impacts these technologies (especially AI and automated processes) are having on teaching, training and learning.
  2. An appreciation of the concerns and cautions expressed about these developments.
  3. Connections to organizations currently making use of these technologies to improve learning outcomes, efficiencies and quality of learning.

Dr. Stephen Murgatroyd is Contact North I Contact Nord’s Chief Innovation Officer.

He has worked with major corporations (Oracle, EMC, Citibank, Heinz, ASDA (Wal-Mart’s UK division), Barclays Visa and many others) on major change and development programs.

He has designed learning systems, such as Athabasca University’s online MBA program and a creative work-based learning Masters degree as a partnership between Life Skills International and Middlesex University.

Dr. Murgatroyd is the author of over 40 books, numerous articles and written, presented and directed television and radio.

 

SPECIAL BRIEFING # 9

USING NEUROSCIENCE TO IMPROVE OUTCOMES IN ONLINE LEARNING

Get a special briefing from Dr. Divya Singh on:

  • How neuroscience and our emerging understanding of neuroplasticity support new approaches to the design of online and flexible learning.
  • What our emerging understanding of neuroscience tell us about student engagement in online learning AND the ways in which this helps us better understand the design of adaptive learning pathways.
  • The myths and “hype” around neuroplasticity and learning.

Takeaways

An understanding of:

  1. Key findings of recent neuroscience research and the implications for the design and development of online learning programs and courses.
  2. The misleading claims about neuroscience and learning.
  3. Improving teaching online through neuroscience.

Dr. Divya Singh is the Chief Academic Officer at Stadio Holdings Ltd, a private higher education investment company, in South Africa.

She recently served as Vice Principal Advisory and Assurance Services at the University of South Africa where she was responsible for Legal Services, Risk and Compliance, the Ethics Office, Communications and Marketing and the Institutional Information Office.

She is a Certified Ethics Officer (The Ethics Institute) and the Executive Director of Globethics.net Southern Africa.