Category Archives: gloucestershire college

gloucestershire college

QR Codes on the noticeboard

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So there I was walking down one of the corridors in the college when I noticed that there was a QR Code on the noticeboard.

It linked to a survey by students on bands and music, they were using surveymonkey that works well on a mobile device. The questionnaire was a simple one so could be easily completed on your mobile device.

I think the only thing I would have changed may have been adding some idea of what the QR Code was about. Also I would have been adding a short URL to the QR Code for those that did not have a QR Code reader.

Interesting to see learners using QR Codes on their own accord.

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Developing

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Gloucestershire College

Thursday was our College Development Day, one of two days of the year where we “close” the college and every member of staff takes part in staff development activities. For the first time in a few years we did a “pick and mix” in which staff are provided with a choice of sessions and can pick and mix to create their own personalised day of training and development. There are, as there was this year, a few compulsory sessions, but generally staff are free to pick what else they will do on that day. An example would be that all teaching staff had to attend a session related to our forthcoming inspection, but were free to pick what they wanted from the menu for the rest of the day.

The challenge for me however was that this process means is that staff generally choose what they want to do, rather than what they should or need to do.

So the sessions we planned on Turnitin, LanSchool and Accessibility were either cancelled or cut back, and the sessions on digital imaging and iMovie were oversubscribed. It also is apparent how you need to “sell” sessions to staff to get them to sign up.

I generally spend the day delivering training and this year was no exception, my first session was for my Learning Resources team and looked at the strategy, vision and focus for the next three years as part of a re-positioning of the strategic vision for learning resources which includes the library. It was also an opportunity for the teams from my three libraries to get together as a whole team. It was an interesting session and it was great to see that they could see the importance of a focus and a vision but also the need to revisit what we do and why we do it. I will probably cover this in more detail in a future blog post.

The second session I ran was an introduction to Mac OS X. I planned this session as we have recently recruited new staff into the libraries and as we have Macs in the libraries they asked for an introductory session. I kept it simple, first showing them this video from Apple, before going through Finder, Safari, iMovie, iPhoto and Garageband. I mentioned Keynote and Quicktime too. Overall feedback was positive and many of the session participants realising that OS X isn’t that different than Windows and if you can use Windows you can use OS X.

My afternoon session was much longer, and was a supportive VLE workshop. The session allows participants that time to reflect and build on their courses on the VLE. If they get stuck, need advice or want ideas, then I am around to provide that support. It worked very well with staff having a chance to “play” and try out new things that will enhance their learners’ experience.

As well as the ILT sessions I was delivering we had booked some excellent external trainers, many of whom will be familiar to readers of this blog for their appearances on the e-Learning Stuff podcast. Each of them delivered a range of sessions with a real focus on adding interactivity through ILT into teaching and learning.

These days reinforce the importance of training and development for practitioners, especially in regard to the use of learning technologies. Our focus for the day was less on the technologies themselves, but much more on the actual use, how they can support, enhance and enrich learning.

Over the next few months I will be following up staff who attended not just my sessions, but all the ILT sessions to assess the impact of the training. Experience has shown that not everyone takes on board what they learnt, but most do.

Image from here, created with Paper Camera.

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Why do you have sofas in the Library?

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One of the features of the libraries at Gloucestershire College (well the Gloucester and Royal Forest of Dean campuses) is that we have sofas in the library.

Reflection Zone

GC Library Refurbishment Week 6c

I have been asked a few times why do I have sofas in the library when the library is a learning environment?

I would ask then, where is it written down that learning has to be uncomfortable? Where is the rulebook that states learners should sit at desks on hard chairs? Is it not possible for a learner to learn whilst sitting on a sofa? Why can’t a learning environment be enticing, comfortable and even a little bit social?

What myself and the Learning Resources team have created in the Library space is a learning environment that will encourage a range of learning activities, from group work, individual activity on a computer, individual study and importantly places for reflection and for reading. The sofas are part of the environment that recognises that individuals do different things for their learning, they learn in different ways at different times, and as a result we need to provide an environment that meets these different needs.

Sofas in the library is not about turning the library into a social area, it’s about creating an environment for learning that meets the diverse needs of our learners who will want to learn in different ways at different times; the end result is learners who achieve their qualificational goal.

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I can’t ignore the ignorant

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In my job there are days when I could do a little dance on changing the way someone thinks about and approaches the use of learning technologies and improves the learning experience for their learners. They start to use learning technologies to solve problems they are facing, make things better for their learners or even just to do things differently to engage the learners.

Then there are days when I think… really… I start to realise that the journey my college is on is on a long and winding road…

Let me tell you a story.

In my job I am in charge of the libraries as well as learning technologies and now and again I sit on the desk and help learners and staff using the library to find and use a range of learning resources. I find this a useful way of seeing how our learners use learning resources.

A lecturer came into the library the other day and asked where the journals were, we’ve just had a refurbishment, so I guessed that she didn’t know where we had moved them. So rather than point in the general direction, I took the opportunity to show her where they were and maybe also get her to think about using the e-book collection or other online resources we have.

We found the journal she was looking for and she asked about back copies, I said we have a few on the shelves, but knowing that we subscribed to Infotrac said we also (probably) had an electronic archive. She had not heard of Infotrac, so we went to a computer and I showed her how to access the collection on the web.

She seemed impressed how easy it was to find the journal, the back issues and find archived articles. She then said that she would recommend using the service to her learners.

Just as I thought, yes success, she said,

“I normally tell my students not to use web sites”

I must have looked a little shocked as she then added pointing at Infotrac,

“That website is okay as it is a journal, but I don’t like my students using web sites”.

Then off she went….

Sometimes in my role I think yes we are changing the culture and then a member of staff says something like that dismissing the web out of hand and I think I still have a long way to go!

I really feel sorry for her learners who in the real world will be dealing with web sites all the time with excellent content and here was their lecturer dismissing the web out of hand out of pure ignorance and a lack of understanding of how the web is used for academic research, teaching and learning.

How can anyone be so ignorant of progress and change? How can anyone be so backward in their understanding of how the web is used in their profession?

Back in the 1990s there may be an argument that content on the web, well sites on GeoCities anyhow, were probably not “useful” for teaching and learning and there were issues with the authenticity.

I wouldn’t be surprised by an academic in 1997 making these kinds of assumptions, but fourteen years later haven’t we moved on?

Today even Wikipedia has value (especially in the references) and can’t just be dismissed, there is also a huge amount of valuable content on the web that learners can use to support their learning. There is some “dodgy” content on the web, so learners do of course need to have information skills to find, judge and use web based material. There is also curated content from information professionals. Think of all the open access journals now available as well as online collections of digitised resources, journal articles, and e-books.

From experience the academic in this story is quite rare in my institution, but they do exist, they are ignoring the change that is happening around them, they are not attending the training, reading the communication about the new possibilities that learning technologies and the web can bring to teaching and learning.

Part of me says that it doesn’t matter as someone who has such entrenched views will probably never change regardless of what I say and therefore I should not worry about them, ignore them and work with practitioners who are more open to the possibilities. However part of me thinks about the learners and the fact that they are losing out on the potential that the web can bring to their learning, to make it better, easier and improve accessibility. I can’t ignore them, therefore I can’t ignore the ignorant.


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e-Learning Stuff Podcast #078: My Digital Footprint

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So what is your digital footprint? Where can others find you online? What can you do about other people who post stuff about you on services such as Facebook, Google+ and the Twitter. Are you CMALTed? How many apps do you have on your iPhone?

With Zak Mensah and James Clay.

This is the seventy eighth e-Learning Stuff Podcast, My Digital Footprint.

Download the podcast in mp3 format: My Digital Footprint

Subscribe to the podcast in iTunes

Shownotes

  • Not on Facebook? Facebook still knows you.
  • Facebook announces that you can use video calling within Facebook.
  • Search for Gloucestershire College on YouTube and you might find this video hidden in the results, it use to be the number one result!
  • Not yet open to all, but we talked about Google+.
  • If you are a learning technologist you may be interested in becoming a Certified Member of ALT.
  • If you want to make notes on the move, have a look at Evernote which is available for the iPhone, the iPad, Android, Blackberry, Windows Phone 7 as well as OSX, Windows and through a browser.
  • The most expensive iOS App James has bought is TomTom for the iPhone.
  • Audioboo lets you record and publish audio files along with an image the the geodata.
  • It was a normal busy Friday morning in the small West Yorkshire market town of Wetherby when someone working in a café spotted a man acting a bit suspiciously on the street. He appeared to have a small plastic box in his hand and after fiddling with the container he bent down and hid it under a flower box standing on the pavement. He then walked off, talking to somebody on his phone.  Geocaching: the unintended results.
  • JISC Digital Media
  • There are various magazines available for the iPad including Empire and Wired.
  • Zak’s personal website.
gloucestershire college

Mobile Boot Camp Reflection

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On Tuesday we ran a Mobile Learning Boot Camp as part of our Open Day for the Technology Exemplar Network. Combining our skills and experience in mobile learning, we as part of our commitment to sharing through our TEN, running an informal boot camp was our way of doing this.

The plan for the day was quite simple, a semi-formal introduction, a short one hour session on possibilities, whilst the rest of the day was about letting delegates getting on sharing, networking and importantly building mobile learning content and activities.

I covered a fair few technologies and ideas during the event and feedback from delegates was very positive.

We looked at the PSP with GO!Cam camera, Sanyo MP4 video camera, Kodak Zi8 video/still camera, iPod, iPad, iPhone, Audioboo, Posterous, iPadio, iTunes, iMovie, Garageband, Turbo.264HD, Screenr, podcasting, Edirol R-09HR and many other bits and pieces.

I think though if I was going to run it again, I would ask people to show and share at the end of the event.

gloucestershire college

Mobile Learning Boot Camp

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Gloucestershire College Open Day Tuesday 6th July 2010

Mobile Learning Boot Camp

With the wealth of learning technologies mobile technologies and web 2.0 tools and services available to Further Education, this open day, will provide an opportunity to see how Gloucestershire College are using learning technologies to enhance and enrich learning.

The open day will also give you an opportunity to plan, develop and build learning resources for mobile learning in Further Education. This is a change to the original advertised programme.

Gloucestershire College is running the open day as part of the Becta Technology Exemplar Network (TEN),

This event is free to all FE Colleges and learning providers in the learning and skills sector; you do not need to be part of the TEN to visit.

We are running the Open Day on Tuesday 6th July at our Gloucester Campus. The day will focus on the creation of mobile learning resources and how they can be used to enhance teaching and learning. The day will also give you an opportunity to tour the college to see how we use ILT and how we have embedded learning technologies across the curriculum.

The day will consist of a formal introduction followed by semi-structured unconference format in which delegates will be able to build and create resources that can be used on mobile devices such as the PSP, the iPhone and mobile phones.

Delegates will be expected to bring some content for repurposing or ideas for content.

The day starts at 10.00am and will finish at 4.00pm, lunch will be provided.

Travel

Gloucester is well served by rail networks from across the UK and the college is a 15 minute walk from the railway station.

Gloucester is on the M5 and can be accessed from Junction 12 from the South and 11 from the North. Please note that there is no parking available at the college, though pay car parks are close by.

Booking

Please book online by Friday 2nd July here.

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Using data

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Some of you may know that as well as responsibility for ILT (e-learning) at Gloucestershire College I am also in charge of the Libraries.

This case study from the Excellence Gateway is an interesting one.

Tresham College of Further and Higher Education has introduced learning resources loan data into the main College reporting system, which has allowed all staff to see the information. This has encouraged the closer integration of learning resources with the curriculum. As one of a series of innovations this has helped almost double the amount of resources borrowed by learners.

The more you know about how the resources are been used allows you to target the resources you do have better. It also needn’t be an issue of the Learning Resources staff doing all the work, involve practitioners and learners. As Tracey Burrows, Programme Co-ordinator, School of Business and Professional Studies says:

I have used the book loan statistics with my learners and it has been useful to see which books they have used. This has allowed the group to recommend resources to each other and has led to increased book borrowing which has benefited the learners in achieving their objectives.

Of course you can overload users with data and information, so care is needed. I will be looking at this case study to see if we can implement the lessons learned.