Journal Articles
Higher Education – the Last Bastion? Distance and e-Learning Policy and Development – The Role of e-Learning and Distance Education in the Modernisation Process of Economies, Societies and Education Systems
Gilly Salmon and Tya Asgari, 2019
Gilly Salmon and Tya Asgari, 2019
Abstract
We offer a review of recent research and opinions. We include more formal research-based and “grey” literature around transformation in education – at a watershed moment of challenge, change and turmoil – for the UK Higher Education sector and its relationship with Europe.
Juxtaposed on the changes in the UK and European political and educational ecologies, is the turbulence of the morphing of Open and Distance Learning into the much higher profile Online and Digital Education, and its place and contribution to achieving preferred and viable futures in the world.
We explore the wicked problem of defence and stasis in the university sector despite the huge drivers for change. We explore ways in which learning with and from the future can be encouraged. We anticipate opportunities for universities to reimagine and adopt their roles in changing environments and to make challenging, developing and disruptive contributions to the online world and to offer advantage, benefit and foresight to their students and staff.
We offer a review of recent research and opinions. We include more formal research-based and “grey” literature around transformation in education – at a watershed moment of challenge, change and turmoil – for the UK Higher Education sector and its relationship with Europe.
Juxtaposed on the changes in the UK and European political and educational ecologies, is the turbulence of the morphing of Open and Distance Learning into the much higher profile Online and Digital Education, and its place and contribution to achieving preferred and viable futures in the world.
We explore the wicked problem of defence and stasis in the university sector despite the huge drivers for change. We explore ways in which learning with and from the future can be encouraged. We anticipate opportunities for universities to reimagine and adopt their roles in changing environments and to make challenging, developing and disruptive contributions to the online world and to offer advantage, benefit and foresight to their students and staff.
The realm of learning innovation: A map for Emanators
Gilly Salmon, 2016
Gilly Salmon, 2016
Abstract
In this paper, which was first developed as a keynote for the Emerging Technologies and Authentic Learning in Higher Vocational Education conference in Cape Town in 2015 and then published in a Special Issue of the British Journal of Educational Technology in 2016, Professor Salmon asks innovators to adopt responsibility, for their university and/or for their learners, to create their preferred, desirable and achievable futures. This paper gives innovators a framework in which to orientate their own insights and choose constructive and powerful pathways for their context.
In this paper, which was first developed as a keynote for the Emerging Technologies and Authentic Learning in Higher Vocational Education conference in Cape Town in 2015 and then published in a Special Issue of the British Journal of Educational Technology in 2016, Professor Salmon asks innovators to adopt responsibility, for their university and/or for their learners, to create their preferred, desirable and achievable futures. This paper gives innovators a framework in which to orientate their own insights and choose constructive and powerful pathways for their context.
Download the full article below:
| realmoflearninginnovation salmon 2016_preprint.pdf |
Article also available HERE
This article has been published in the British Journal of Educational Technology (BJET) as Vol. 47 No.5 in September 2016. The final online version of the article was published on 18th July 2016 and is available here. The version reproduced here, with the permission of the publisher, is the pre-peer-reviewed version. It may vary from the definitive version published in the journal.
Citation: Salmon, G. (2016). The realm of learning innovation: A map for emanators. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12487
Citation: Salmon, G. (2016). The realm of learning innovation: A map for emanators. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12487
Designing Massive Open Online Courses to take account of participant motivations and expectations
Gilly Salmon, Ekaterina Pechenkina, Ann-Marie Chase and Bella Ross, 2016
Gilly Salmon, Ekaterina Pechenkina, Ann-Marie Chase and Bella Ross, 2016
Abstract
We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The ‘Carpe Diem’ MOOC was designed, developed and delivered in 2014. The MOOC participants’ experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.
We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The ‘Carpe Diem’ MOOC was designed, developed and delivered in 2014. The MOOC participants’ experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.
Download the full article below:
| designingmoocs salmon pechenkina chase ross 2016_preprint.pdf |
Article also available HERE
This article has been published in the British Journal of Educational Technology (BJET) on 26 July 2016, and the final version of the article is available here. The version reproduced here, with the permission of the publisher, is the pre-peer-reviewed version. It may vary from the definitive version published in the journal.
Citation: Salmon, G., Pechenkina, E., Chase, A., & Ross, B. (2016). Designing Massive Open Online Courses to take account of participant motivations and expectations. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12497
Citation: Salmon, G., Pechenkina, E., Chase, A., & Ross, B. (2016). Designing Massive Open Online Courses to take account of participant motivations and expectations. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12497
The space for social media in structured online learning
Gilly Salmon, Bella Ross, Ekaterina Pechenkina and Ann-Marie Chase, 2015
Gilly Salmon, Bella Ross, Ekaterina Pechenkina and Ann-Marie Chase, 2015
Abstract
In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.
In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.
Download the full article below:
| spaceforsocialmedia salmon ross pechenkina chase 2015_ccby4.0.pdf |
Article also available HERE
© 2015 G. Salmon et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
Citation: Salmon, G., Ross, B., Pechenkina, E., & Chase, A. (2015). The space for social media in structured online learning. Research in Learning Technology, 23, 28507. http://dx.doi.org/10.3402/rlt.v23.28507
Citation: Salmon, G., Ross, B., Pechenkina, E., & Chase, A. (2015). The space for social media in structured online learning. Research in Learning Technology, 23, 28507. http://dx.doi.org/10.3402/rlt.v23.28507
Learning innovation: A framework for transformation
Gilly Salmon, 2014
Gilly Salmon, 2014
Abstract
Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice.
Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice.
Download the full article below:
| learninginnovation salmon 2014_oa.pdf |
Article also available HERE
© 2014 EDEN and Gilly Salmon.
Citation: Salmon, G., (2014). Learning innovation: A framework for transformation. European Journal of Open, Distance and e-Learning, 17 (2), 219-235. Retrieved from http://www.eurodl.org/?p=archives&year=2014&halfyear=2&article=665
© 2014 EDEN and Gilly Salmon.
Citation: Salmon, G., (2014). Learning innovation: A framework for transformation. European Journal of Open, Distance and e-Learning, 17 (2), 219-235. Retrieved from http://www.eurodl.org/?p=archives&year=2014&halfyear=2&article=665
Badges in the Carpe Diem MOOC
Paper for Ascilite Conference 2014 - Session "#125 Badges in the Carpe Diem MOOC"
Kulari Lokuge Dona, Janet Gregory, Gilly Salmon, Ekaterina Pechenkina
Paper for Ascilite Conference 2014 - Session "#125 Badges in the Carpe Diem MOOC"
Kulari Lokuge Dona, Janet Gregory, Gilly Salmon, Ekaterina Pechenkina
Abstract
Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badges – some through to course completion.
Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badges – some through to course completion.
Download the full article below:
| badgesincdmoocs ascilite lokuge-dona gregory salmon pechenkina 2014_postprint.pdf |
Article also available HERE.
The authors assign a Creative Commons Attribution 3.0 license enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the authors for the original creation.
Citation: Lokuge Dona, K., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical Perspectives on Educational Technology. Proceedings ascilite Dunedin 2014 (pp. 120-128).
The authors assign a Creative Commons Attribution 3.0 license enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the authors for the original creation.
Citation: Lokuge Dona, K., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical Perspectives on Educational Technology. Proceedings ascilite Dunedin 2014 (pp. 120-128).
Experiential online development for educators: The example of the Carpe Diem MOOC
Gilly Salmon, Janet Gregory, Kulari Lokuge Dona, Bella Ross, 2014
Gilly Salmon, Janet Gregory, Kulari Lokuge Dona, Bella Ross, 2014
Abstract:
We report on educators’ experiences of a Massive Open Online Course (MOOC) focussed on the ‘Carpe Diem’ learning design process. The MOOC was developed in-house using Blackboard CourseSites by a university innovation and development unit, Learning Transformations, at Swinburne University Technology in Melbourne, Australia. We propose the potential of MOOCs as an opportunity to expose university academics who are taking part as participants in online learning to constructively change their teaching practice. We report on a study of their experiences with the Carpe Diem MOOC. Conclusions include illumination of MOOCs’ value as professional development opportunities that can provide an authentic relevant experience for educators as well as promote new skills in learning design and delivery for their own teaching
Video Abstract:
Watch a video abstract from the authors here: https://youtu.be/baI4Brc8nOY
We report on educators’ experiences of a Massive Open Online Course (MOOC) focussed on the ‘Carpe Diem’ learning design process. The MOOC was developed in-house using Blackboard CourseSites by a university innovation and development unit, Learning Transformations, at Swinburne University Technology in Melbourne, Australia. We propose the potential of MOOCs as an opportunity to expose university academics who are taking part as participants in online learning to constructively change their teaching practice. We report on a study of their experiences with the Carpe Diem MOOC. Conclusions include illumination of MOOCs’ value as professional development opportunities that can provide an authentic relevant experience for educators as well as promote new skills in learning design and delivery for their own teaching
Video Abstract:
Watch a video abstract from the authors here: https://youtu.be/baI4Brc8nOY
Download the full article below
| experientialonlinedevelopmentforeducators salmon gregory lokuge-dona ross 2014_preprint.pdf |
This article has been published in the British Journal of Educational Technology (BJET) Special Issue titled Massive Open Online Courses (MOOCs): ‘disrupting’ teaching and learning practices in higher education, and the final version of the article is available here. The version reproduced here, with the permission of the publisher, is the pre-peer-reviewed version. It may vary from the definitive version published in the journal.
Citation: Salmon, G., Gregory, J., Lokuge Dona, K., & Ross, B. (2015). Experiential online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46 (3), 542-556. http://dx.doi.org/10.1111/bjet.12256
Citation: Salmon, G., Gregory, J., Lokuge Dona, K., & Ross, B. (2015). Experiential online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46 (3), 542-556. http://dx.doi.org/10.1111/bjet.12256
Transforming future teaching through 'Carpe Diem' learning design
Gilly Salmon and Phemie Wright, 2014
Abstract:
Academic staff in Higher Education (HE) need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to ‘one size fits all’ face-to-face interventions…or worse, ‘page turning’ e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a ‘pathfinder beacon’, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning
Gilly Salmon and Phemie Wright, 2014
Abstract:
Academic staff in Higher Education (HE) need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to ‘one size fits all’ face-to-face interventions…or worse, ‘page turning’ e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a ‘pathfinder beacon’, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning
Download the full article below
| transformingfutureteachingthroughcarpediemlearningdesign salmon wright 2014_ccby3.0.pdf |
Copyright © 2013 by the authors; licensee MDPI, Basel, Switzerland. This article has been published (January 27, 2014) in MDPI Education Sciences, (Special Issue eLearning: Exploring Digital Futures in the 21st Century).
Citation: Salmon G, Wright P. (2014). Transforming Future Teaching through ‘Carpe Diem’ Learning Design. Education Sciences, 4 (1), 52-63. Available here, http://www.mdpi.com/2227-7102/4/1/52
Citation: Salmon G, Wright P. (2014). Transforming Future Teaching through ‘Carpe Diem’ Learning Design. Education Sciences, 4 (1), 52-63. Available here, http://www.mdpi.com/2227-7102/4/1/52
Professional development for online university teaching
Janet Gregory and Gilly Salmon
Abstract:
Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff.
Janet Gregory and Gilly Salmon
Abstract:
Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff.
Download the full article below
| professionaldevelopmentforonlineuniversityteaching gregory salmon 2013_postprint.pdf |
This is an Accepted Manuscript of an article published by Taylor & Francis in Distance Education on 31 October 2013, available online here.
Citation: Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance Education, 34 (3), 256-270. http://dx.doi.org/10.1080/01587919.2013.835771
Citation: Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance Education, 34 (3), 256-270. http://dx.doi.org/10.1080/01587919.2013.835771
Sleeping with the enemy
Gilly Salmon and Rod Angood, 2013
Abstract:
We take the concept of e-Leadership to be multifaceted and conceptually ambiguous (Gurr, 2004). In this paper, we focus on the importance for university leaders to promote effective understanding and partnerships between Information Technology (IT) departments and all of those responsible for learning and teaching. We identify ways to achieve collaboration at all levels within university organisations. We aim to promote a new spirit of co-operation and achievement (Avolio, Kahai & Dodge, 2000). Barriers abound, often about contested ground, that constantly impact on the success of institutional systems and communication practices (Johnson et al., 2013). With our deep, embedded experience over time, (one of us as a university Director of IT, and one a Pro Vice-Chancellor responsible for learning and teaching innovations), we review the fundamental issues underpinning the relationship between these two leadership systems within Higher Education and recommend some constructive ways forward.
Gilly Salmon and Rod Angood, 2013
Abstract:
We take the concept of e-Leadership to be multifaceted and conceptually ambiguous (Gurr, 2004). In this paper, we focus on the importance for university leaders to promote effective understanding and partnerships between Information Technology (IT) departments and all of those responsible for learning and teaching. We identify ways to achieve collaboration at all levels within university organisations. We aim to promote a new spirit of co-operation and achievement (Avolio, Kahai & Dodge, 2000). Barriers abound, often about contested ground, that constantly impact on the success of institutional systems and communication practices (Johnson et al., 2013). With our deep, embedded experience over time, (one of us as a university Director of IT, and one a Pro Vice-Chancellor responsible for learning and teaching innovations), we review the fundamental issues underpinning the relationship between these two leadership systems within Higher Education and recommend some constructive ways forward.
Download the full article below
| sleepingwiththeenemy salmon angood 2013_preprint.pdf |
Published version now also AVAILABLE HERE
Copyright © 2013 British Educational Research Association. This is the pre-peer-reviewed version of the following article: Salmon, G., & Angood, R. (2013). Sleeping with the enemy. British Journal of Educational Technology, 44(6), 916-925. doi:10.1111/bjet.12097. This pre-peer reviewed version may vary substantially from the final, published version which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/bjet.12097/full
More Journal Articles
- Salmon, G., Nie, M., and Edirisingha, P. (2010). Developing a five-stage model of learning in "Second Life". Educational Research, 52(2), 169-182. doi: 10.1080/00131881.2010.482744
AVAILABLE HERE - Salmon, G. (2009). The future for (Second) Life and learning. British Journal of Educational Technology, 40(3), 526–538. doi:10.1111/j.1467-8535.2009.00967.x.
AVAILABLE HERE and Open HERE - Edirisingha, P. and Salmon, G.K. (2009). iPodology: The new kid on the block. Lifelong Learning in Europe. 3,153-60
AVAILABLE through Research Gate HERE - Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J Association For Learning Technology Journal, 16(2), 95-109. doi:10.1080/09687760802315978
AVAILABLE HERE - Short, N., Maddison, J., Mantis, P., & Salmon, G. (2007). Veterinary e-CPD: A new model for providing online Continuing professional development for the veterinary profession. Journal of Veterinary Medical Education 34(5), 689-694
AVAILABLE through Research Gate HERE
