What’s the first thing you do in the morning? What’s the first thing you do when you sit down at your desk at work? I suspect you are probably checking your e-mail? It wouldn’t surprise me that you leave your e-mail client (like Outlook) open all the time and respond as those little pop-ups appear on your screen. So how often do you check your e-mail?
Actually I would think that if you are reading this blog, having seen the link on social media, that your answers to those questions would differ from the norms of the behaviour of most people in the workplace.
For many people e-mail is their work. Usually the first activity when arriving at work (after making a coffee of course) is checking the e-mail. Then throughout the working day the e-mail is checked and checked again. Productive activity is interrupted by those lovely notifications popping up. Mobile devices like the iPhone suddenly make e-mail even more accessibly, those red numbers going up and up and make it essential the e-mail is checked again, even when travelling, at home and at weekends. Work is e-mail and e-mail is work.
I find it interesting how often we default to e-mail as the main communication tool, to the point where it replaces other forms of communication or discussion. People also often use e-mail for various activities that really e-mail wasn’t designed for.
Continue reading Just checking the e-mail…
So are you using social media effectively to enhance, enrich teaching and learning and assessment in FE and Skills?
Maybe you are using Twitter to enhance learning through the use of Twitterchats or keeping lessons topical using a Hashtag.
This isn’t just about the Twitter, it’s about how you are using social media.
Are you enabling learners to debate and discuss using the communities feature of Google+ and using Google Docs for collaboration and assessment.
Do you have a Facebook page or group to engage with learners?
Is Periscope a tool that your learners are finding useful for live streaming from a workshop or the
Are your learners reflecting on their practice using tools such as Blogger, WordPress or Medium?
Why not help Jisc celebrate and share best practice by nominating yourself or nominating someone who is in FE and using social media effectively to support learners and learning.
Nominate them here.
There wasn’t a FOTE conference in 2015, which was a pity as it was one of my favourite annual events. I spoke at many of the conferences, most recently in 2014 when I spoke about the conflict between the light and the dark and used a Star Wars theme.
I remember reflecting on the conference on the way home that it would be a lot of fun to do a Back the Future themed talk for 2015.
Alas it was never to be…
However I thought it might be a little fun to explore what might have been…
Continue reading Great Scott! – Back to the Future at FOTE15
So how do people across different age groups use social media? An infographic that explores the differences in how various age groups use social media. As you might expect the teens do dominate social media, but it’s interesting to note that it is in the main adults who are using Tumblr, Instagram and Pinterest. This is certainly something to consider when using social media to support learning in a college environment.
Back in 2009 at ALT-C we had the VLE is Dead debate. My view back then hasn’t changed much in the last four years. To save you watching the video, the heart of my viewpoint was that the VLE was the core of a student’s online presence and that other tools and services would plug into that.
I was recently discussing with a group of Psychology students how they used and felt about the VLE. Their response was quite positive, they found the VLE useful and it helped them with their learning. What they also said was that they were pleased it was available. When I asked them about discussions and chat functionality, they were quick to respond that no they didn’t do this on the VLE, but were much more likely to use their “homemade” group on Facebook for those kinds of discussions. When I reminded them that learners had asked for Facebook to be blocked in the library, they replied that this didn’t matter as they preferred to use Facebook on their smartphones.
You get a picture of how they were using different online environments and tools to support their learning. They were making choices about which tools they preferred and those that they didn’t. The students could have created a group on our Mahara site, but they preferred to use a familiar tool such as Facebook.
The question we might want to ask is how do we “assess” these discussions or even access them? Another question might be, do we need to?
If students are using a Facebook group for discussions, should we be trying to impose restrictions on their choices and make them discuss course related stuff on the VLE rather than in a closed group on a different service? Or should we focus on the importance of discussing over the importance of the platform?
In face to face discussions, these do take place in a classroom or seminar, however the vast majority happen elsewhere, whether that be in the refectory, the coffee shop, the library, at home, in the workplace or while travelling. Can we be surprised that online discussions also take place outside the “official” discussion forums?