Category Archives: alt

Down the #altc road

altconfpodcast

Reading Maren Deepwell’s recent post about her #altc journey, it reminded me of the many conferences I have attended and like her the impact that they had on my life and professional practice. Going back to my experiences of my first ALT-C I was surprised I even went again!

Continue reading Down the #altc road

I don’t have a dog #altc

CC BY 2.0  JD Hancock https://flic.kr/p/732b7n
CC BY 2.0 JD Hancock https://flic.kr/p/732b7n

Dogs can be wonderful pets, or so I have been told.

So ask me do I have a dog?

The answer is no.

Now ask me why I don’t have a dog?

I don’t have the time!

wandelen langs de vloedlijn
CC BY-NC 2.0 Gerard Stolk

Over the last twenty years or so when learning technologists and others interested in embedding the use of digital technology to enhance and enrich teaching, learning and assessment, the one “problem” that arises again and again is that people don’t have the time.

I have been supporting staff for many years in the use of learning technologies, all the time when I run training sessions though I hear the following comments:

“I don’t have the time.”
“When am I suppose to find time to do all this?”
“I am going to need more time.”

Time appears to be a critical issue.

Even more recently running a workshop I asked people to identify the main barriers to embedding learning technologies and the answer everyone came back was, time!

I have written and spoken about this issue time and time again.

A long time ago, back in 2004 I presented at the Becta Post-16 e-Learning Practitioners Conference on the Myths of Time.

In 2007 I managed to find the time to spend some time talking about time on the blog and wrote a post about time.

Now ask me again why I don’t have a dog?

I don’t have the time!

On The Streets of Vilnius
CC BY 2.0 FaceMePLS https://flic.kr/p/a7RLz7

I am aware that there are quite a few people out there who have a dog, and they seem to find the time to have a dog.

It certainly takes time to have a dog, time to walk it, time to stroke it, time to bath it, time to walk it again. When I am out and about see people walking their dogs and I believe that you have to walk a dog everyday. Where do people find the time for that?

Correct me if I am wrong, but dog owners have the the same amount of time as everyone else. They don’t live in some kind of timey-wimey temporal reality that gives them more time than anyone else.

So if they don’t have more time than anyone else, how do they find the time to have a dog? I don’t have the time to have a dog, why do they have the time?

And don’t get me started on the resources and costs of having a dog….

We know people who have dogs don’t have more time, but they like to spend time to have a dog. Therefore they must prioritise having a dog over other things they could spend time on. For them having a dog is a priority.

Now ask me again why I don’t have a dog?

It’s not a priority for me, I have other priorities that take up my time.

Gent beweegt!
CC BY 2.0 FaceMePLS https://flic.kr/p/9G1Ttf

So when you talk to teaching staff about learning technologies, and they say they don’t have the time, or they need time; what they are actually saying and meaning is…

It’s not a priority for me, I have other priorities that take up my time.

This also explains why some other staff find the time to engage with learning technologies, they find the time, as they see it as a priority.

So how do you make the teaching staff prioritise or raise the importance of something that they see as a low priority or unimportant so that they feel they can’t spend time on it.

One thing that does get forgotten, is that everyday we use technology to make our lives easier and to save time. Often learning technologies can be used to make our lives easier and importantly save time.

Often we are so busy being busy that we don’t take the time to think about those tools and processes which could save us time.

So another question ask me why having a dog is not a priority for me?

Well that depends on who sets the priorities in my home, looks at his wife and children…. Even if I was the person setting the priorities, what I would be doing would be looking at everything else I was doing, prioritise them and spend time on those things. I may do that in a planned manner, the reality is that this is probably a more sub-conscious activity.

However if the household decided that we should get a dog and my objections about the lack of time were ignored, then we would get a dog and I would need to find the time, prioritising the dog over other things I considered to be a priority. Now I am sure a few dog owners out there would tell me how wonderful having a dog is, and maybe this would be something I would discover by having a dog. This can be an issue, I may hate having a dog!

You can take analogies only so far…

If people are concerned about the issue of time when it comes to using and embedding learning technologies then they are probably more likely concerned about how this will fit into their other priorities. So ask the question, who is responsible for setting the priorities of the teaching staff in your institution? Is it the teaching staff? Is it the executive team? Is it the teaching managers? Unlikely I would have thought to be the learning technologists

So if you are facing the real issue when talking to teaching staff of them responding that they don’t have the time, maybe you are talking to the wrong people! Or the wrong people are talking to the teaching staff.

Priorities in theory are set by the line manager, who is operationalising the strategic direction and vision of the institution. If digital is not a strategic priority can we be surprised that staff within that institution don’t consider it a personal priority.

How do you make digital a strategic priority? Well that;s another blog post, which I don’t have the time for at the moment, I have to walk the dog.

ALT Online Winter Conference #altc

snowy road

Following from last year’s first Winter Conference in Edinburgh this year ALT are moving online, in the week commencing 7th December to showcase some of the best Learning Technology from ALT Members, individuals and organisations from across sectors.

The format of the event is designed to be multimodal combining both asynchronous and synchronous communication and to cross boundaries sharing the work and expertise across ALT SIGs and Members’ Groups and the community.

It’s free to participate, but you can also make a financial contribution to support the event and help us continue to run open events for the community.

Find out more and register to participate at http://go.alt.ac.uk/ALT-Online-2015-Reg

Submit a proposal at: http://go.alt.ac.uk/ALT-Online-2015-Call

Making a financial contribution: http://go.alt.ac.uk/1K425y5

If you’d like to find out more about the different ALT Member Groups and how to join, visit our get involved page: https://www.alt.ac.uk/get-involved

Keynote: Laura Czerniewicz

Here are the slides from this morning’s keynote at ALT-C 2015.

There is also a recording of the talk.

Laura Czerniewicz is the Director of the Centre for Innovation in Teaching and Learning (CILT) at the University of Cape Town (UCT) in South Africa. Previously the leader of UCT’s OpenUCT Initiative engaging with open scholarship from a southern perspective, she was also the founding Director of the university’s Centre for Educational Technology. She has worked in education for several decades as an educator, academic and strategist. A rated researcher, Laura’s interests include academics’ and students’ digitally-mediated practices, issues of inequality, and the changing nature of higher education.

I found this an interesting talk, lots of questions, but as Laura says, very few if any answers to the many problems she discusses in her keynote.

The main thrust of her talk was the importance of commons and openess. There is a conflict with market-led on the solutions.

I have been “messing” about with sketch noting at the conference and here are my notes from the talk.

Sketch Notes

Room 2.218 – ALT-C 2015 Day 3

It’s the final day of the annual Association of Learning Technology conference here in Manchester. I found an excellent little coffee shop in the university buildings across the road. Very nice coffee, good value and outstanding environment (it use to be the Science Library).

Coffee

This morning’s keynote is considering inequality as HE goes online with Laura Czerniewicz.

At 10:35 I am off to the session with Amber Thomas from Warwick on Participatory approaches towards more consistent and coherent learning technology provision [926] in room 2.218 This resonates with the project I am working on for Jisc on building digital capability.

After the coffee break , back to room 2.218 for David Kernohan’s session, “I watch the ripples change their size but never leave the stream”: Trends and patterns in education technology prediction [808]

Then we have lunch, and before the final keynote I am looking at attending Building an e-learning platform in WordPress [811] again in room 2.218.

Another packed day and difficult choices on what to attend.