Tag Archives: donna lanclos

World Sketchnote Day #SNDay2017

Today is World Sketchnote Day.

I have made some sketchnotes from the various conferences I have attended.

My original sketchnotes were done with a single colour pen. When I moved jobs I invested in some Stabilo colour pens and a notepad and got some more interesting results. This was from the Jisc Connect More event in Wales in 2015.

This was my sketchnote from the Jonathan Worth keynote at ALT-C 2015.

At the most recent ALT-C 2016 I used an iPad Pro, Apple Pencil and the Paper 53 app. The Dave White and Donna Lanclos “Being Human” keynote provided an opportunity for a range of styles in using the app.

I also like this note from the 1MinuteCPD session.

I really like the sketch note concept and have liked the ones created by people such as Shelia MacNeil and David Hopkins. This is one of David’s from my FOTE 14 talk.

So what of the value of the sketchnote?

Sketchnotes are really for me, rather than other people, the process of sketching allows my to digest what is been talked about and demonstrated. The sketch note provides me with a mechanism that provides a process for my interpretation of what is being said and what I understand from the talk.

They are not done for other people, if other people find them useful then that’s just a bonus.

So are you sketchnoting? What tools do you use? Why do you do it and what value do you get from the process?

Being human #altc

One of the key messagesI took away form the Donna Lanclos and Dave White keynote at ALT-C this year was that we need to remember that there is no such thing as “the university” as we are “the university”.

When someone says “the university” won’t let us  do something, what they are actually saying is that a person in the university won’t let them do something.

We have to remember that policies, procedures and processes are not set in concrete and can be changed. I do realise that there are some legal aspects that mean some illegal activities are still illegal and that’s why you can’t do it!

The other key message for me was that tech and digital are not solutions, but people are. They may use digital for those solutions, but digital in itself is merely a tool to provide a solution. Without adequate training and support, digital tools are just tools.

I also liked their message that models  can hinder development, the use of hierarchical models that imply that this is a ladder to climb, when in reality you can often jump in at any point, and move between different sections, without necessarily needing to move on a linear journey upwards!

I made a couple of sketch notes from the keynote and as rightly pointed out to me, there isn’t much in them, but I did them more for me, than for other people.

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These were done using Paper by 53 on an iPad pro with an Apple pencil.

e-Learning Stuff Podcast #090: Location Independence Day

Lawrie

We explore what is Location Independent Working and the issues and challenges that surround this issue.

With James Clay, Donna Lanclos and Lawrie Phipps.

This is the 90th e-Learning Stuff Podcast, Location Independence Day.

Audio MP3

Download the podcast

Shownotes

The blog post discussed in the podcast: Something, not somewhere, and increasingly somewhen

Update: Since publishing the podcast, Shelia MacNeill has written a blog post in response it.

Notes: We’re using a different hosting service for the podcast, so we don’t have the old embedded player. We still need to add it to the podcast feed, so not yet available in iTunes or through the podcast feed. We have now embedded the podcast and added it to the podcast feed, so will be available in iTunes.

Running around Albert Square

Albert Square

One of the things we seem to do in the world of e-learning is categorise ourselves and our learners into groups.

One of the key pieces of work on this was from Marc Prensky on Digital Natives and Digital Immigrants back in 2001. His premise was the idea that if you were old you were only a  digital immigrant and young people were digital natives. As young people were born into a digital world then they were digital natives. Giving a generation a name is one thing, but what people then conjectured was that as they had this name, digital native, they would be able to handle a range of digital tools, services and environments. They would be in a better position to handle online environments then the so called immigrants.

This conjecture is rather flawed and makes a lot of assumptions about behaviours, skills and experience, based on what is really just a name.

I reflected on this work in 2008 after Dave White published his blog post on visitors and residents. Though like a lot of people I did initially think it was about putting yourself into another group, rather than see it as a continuum.

Though visitors and residents has gained a lot of traction across edtech, and even Presensky has backtracked away from the term digital natives, we still see the term digital natives used again and again, across the media, on the Twitter and at educational conferences. It would appear, as tweeted by Donna Lanclos, that if the term is used often enough by people then it will become true.

So many people still think digital natives exist and are able to immerse themselves easily into a digital world. If you think Digital Natives exist then replace the word digital with EastEnders (as in the TV programme) and apply same thinking.

EastEnders Titles

So you have EastEnders Natives and EastEnders Immigrants.

Hmmm, so…

Those born after 1985 will be EastEnders natives, they will know all the storylines innately and understand everything about it. They will know all the characters, plots and locations. They will be able to describe Albert Square in detail and how to get there.

Whereas those born before 1985 will struggle with EastEnders, as they were brought up on Coronation Street and Crossroads.

Whereas those who live outside the UK will be wondering what the hell is going on!

So do you still think it’s useful to talk about a generation as being digital natives? Well sorry to say they don’t exist…. hit play!

Mapping the learning and teaching

map

During the recent Jisc Digital Leadership Programme, we looked at mapping our use of social networking tools using the concept of Visitors and Residents. We were lucky to have the influential Donna Lanclos and Dave White supporting us.

I like how the mapping exercise makes you consider how you are using various tools and what needs to happen to change that map, how do you become more resident when using a tool such as Twitter for example. Or how do you start using a tool which is currently not on your map, such as a professional blog?

The key thing I like to remind people about when using the mapping that this is a continuum and not a distinction between two groups. Your personal VandR map is not, and should not be a static thing. The mapping changes as new tools are introduced, old ones retire and your role and behaviours change.

In my own professional life, Google+ was a major part of my map in 2014, I would have placed it covering both personal, institutional down the resident’s end of the continuum. Now in 2016 it has shrunk right down and I would say it has moved over to the visitor side of the continuum. In this case the shrinking and movement is out of my control, but what could I have done to mitigate that change? Thinking about how you use tools over time can result in using the right tools in the right contexts. We should also remember that this is not about good and bad, visitor and residents are not about good and bad behaviours, it’s about understanding where you are when online.

The mapping exercise in the main covers digital communication, collaboration and participation. I then started to think about how we could use a similar concept to map teaching practice and curriculum design. This lead onto thinking about mapping the “learning” of our learners. Where are they learning, is that learning scheduled and formalised? Is that learning ad-hoc? Is it individual, group, collaborative? So the next stage was to map this in a similar manner to the Visitor and Residents, but what axes could we use when mapping learning?

On the horizontal axis we have a spectrum from broadcast to engagement. Broadcast could be considered one way, and could be one to one, or one to many. So a formal lecture would be considered broadcast, one way to many students. If lectures have opportunities for discussion and questions, then you can see how that would move down the continuum into engagement. Likewise reading a library book in the library, is also one way, author to reader, but this is more likely to be informal with little potential for engagement.

On the vertical axis we have, well this started me to think. In some respects you could have online and offline. The problem with this feels like the focus is on the tools we use and it’s the tools as well as spaces that I want to place on the map. Also online is really a space in itself. So for me a better choice would be to consider a spectrum of formal and informal. In this instance I see formal as being planned and scheduled, whereas informal is more about flexible, responsive and a matter of personal choice. So what we get is a two axes onto which we can map different activities and behaviours.

Mapping your teaching practice

What I did next was to map a “traditional” course to the map, the type of thing I use to deliver when I was a Business Studies lecturer in the 1990s and what I experienced at University in the 1980s.

Mapping your teaching practice

The use of the library, for example, is a space which is used in the main for informal learning and relatively little engagement. Learners choose when to visit the library and makes choices about what they do there. Most of the activity is consuming content (books and journals). Now in more modern libraries we see spaces for group and collaborative working, so as a result I have extended the library into the engagement side of the continuum.

A seminar has an abundance of engagement, but is more formal. This could be a scheduled session, but this is active learning, no passive listening here.

Study groups could be both formal and informal, those organised by the teacher and those self-organised by the students. I also put in the idea that recreational areas (such as a coffee shop) could also be used for learning.

Discussion

The next map takes that same map as before but adds digital to the learning.

Mapping your teaching practice

This kind of map is the way in which many institutions digital is added to the curriculum and delivery. The lecturer starts posting links from a Twitter account. They post resources and content to the VLE for learners to use. The VLE used in the main as a repository could be seen as broadcast and informal, learners choosing when to visit the VLE and accessing resources they want or need. They may run the odd webinar or two, mainly using it to deliver an online lecture. The learners may use Facebook to discuss aspects of the course in addition the usual activity of posting pictures of cats and photographs of friends that their friends would rather they didn’t.

One issue that does arise from this kind of approach to embedding digital into teaching and learning is that the previous activities haven’t changed, it’s more of an additionality, a bolt-on to existing practices. You can start to understand why some staff don’t want to engage with digital as they see it as something extra, more work to do.

Now if we draw another map, this time almost starting afresh and rethinking (or redesigning) the entire curriculum.

Mapping your teaching practice

Someone may be using the VLE extensively for content, discussion, chat, assessment and as a result this will look very different to someone who uses the VLE merely as a place for lecture notes and presentations. When the functionality of the VLE is used more effectively, using discussion forums and chat facilities, you can see how this will be more about engagement and possibly planned (so more formal). You can see how this will change the shape of the VLE on the mapping activity and is broken down into two shapes on the map.

The library and use of the library is both expanded and in some cases formalised, putting the library at the heart of the students’ learning.

Twitter can still be used as a informal broadcast tool, but using a Facebook Group with appropriate guidance and advice, suddenly becomes more effective in supporting learners.

Webinars become online seminars, with discussion and engagement.

Notice how there are still lectures and seminars, smaller than in the previous maps, but still an useful medium for teaching and learning.

The mapping provides an insight into how the curriculum is designed and how learners interact and engage with the different spaces, tools and delivery mechanisms.

The next stage following mapping you may want to then consider how you could push or pull certain behaviours, as well as inflating or shrinking them.

What needs to happen to inflate and expand the VLE on the map? How do you push (or expand) the use of the VLE into the engagement side of the continuum? What training or guidance needs to be in place to make that happen?

How do you increase usage of the library and use it for both informal and informal learning?

What does the library need to do, to increase engagement? Is there changes they can make to how the space is used, or do they need to engage with curriculum staff to enable learners to make more effective use of the resources and staff within the library?

What does the institution need to do to informal spaces to increase learning activities taking place there? A coffee shop may have groups of learners engaging in various activities related to their course, but it may not be the best kind of environment for this to happen, there’s no wifi or power sockets for example. How could learning be encouraged in informal spaces?

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As well as mapping your own teaching practice, you could use the concepts to map the curriculum design for the whole course.

You could even think about the teacher mapping their practice and then the learners in a separate exercise mapping their experience. Then compare the two maps!

Mapping is an useful exercise to think about practice and though any such map may not be accurate or complete, it does allow you to consider and think about actions and training required to change behaviours or how spaces and tools are used.

Thank you Lawrie Phipps for your valued input and comments on this blog post.