The physicality of online learning is an issue that will impact on university campuses as more institutions move to a blended programmes containing elements of online and digital learning and physical in-person learning. In this session James Clay from Jisc will explore the challenges that growth in online learning will bring to learning spaces and the university campus. He will explore what is required for, in terms of space for online learning, but will also consider the space and design implications of delivering online teaching as well. He will discuss what some universities are doing today to meet these challenges and requirements. He will reflect on a possible future where we are able to maximise the use of our space as students have the flexibility to learn online, in-person and across a spectrum of blended possibilities.
The final day of the #JuneEdTechChallenge asks you to showcase your EdTech Journey so I created an infographic of some of the key moments in my personal EdTech journey.
This post is part of the #JuneEdTechChallenge series.
The WCC.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
Wouldn’t it be nice if all learners in an educational environment had access to a wireless laptop and free wireless access to their digital resources at a time and place to suit their needs.
The reality is that learners don’t always have access to what we as practitioners would like them to have.
However, they do have access to some mobile digital devices which could be used, these include mobile phones, iPods, mp3 players, portable video players, PSPs… These devices are used extensively for entertainment, but rarely used for learning.
However, though many of these have limited web access, most are unsuitable for viewing traditional webpages, can not access a VLE or e-learning content, and often can’t read PDFs, Word Documents, PowerPoint presentations, or other complex documents.
Virtually all however can read images, short video clips and some have the potential for interactive content.
Most will work fine on buses, trains, planes, cars and even on foot, using a laptop or desktop in this way can be problematic…
The question is how does a practitioner convert and distribute content to their learners in the preferred format easily and quickly?
How can a learner access this content easily and quickly?
How can you ensure that mobile content will enhance the learning experience for learners?
Some devices have communication facilities, e-mail, SMS, MMS, Video, how does the practitioner interact with the potential learning activities which can utilise this functionality?
The WCC core team working with our partner colleges have been investigating the means and mechanisms to ensure that practitioners can both easily work with content for these mobile and portable devices, but also that the learners can access this content.
We shall demonstrate the processes been developed and implemented to allow learners to access their learning content and activities at a time and place to suit their needs.
We shall show how the WCC shared VLE is being used to host this converted content and distributing it to the learners.
There will also be some discussion on the use of similar processes being used for home based digital devices such as DVD players and media streamers.
The submission will be a short paper (webpage format) with examples of content for various mobile devices being made available for download and use.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
I have seen many hot fads over the years, people focus on something and assume it will radically change education.
Usually they don’t!
Second Life
Google Glasses
MOOCs
Flip Cameras
iPad
Netbooks
Prezi
Ning
OER
Digital Badges
Twitter
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
Had a few meetings about Jisc’s HE bespoke consultancy offer and next steps.
On Tuesday I did originally plan to go into the office today, but according to the desk bookings there were very few people in, so in the end I worked from home.
I delivered a presentation to the IHE Heads of Finance Network on LTR, Powering HE and how Jisc can support and help Higher Education with a particular focus on investment in digital.
Wednesday saw myself deliver the second session of an online Digital Leadership programme to a cohort of university staff. Despite the fact I had to do most of the session by myself, it did seem to go well.
On Thursday I did go to the office in Bristol. There was a lot more people in the office than normal, however as I had a fair few online interviews and meetings, I spent most of the day in one of our meeting rooms. However I did enjoy the change in routine and scenery, and I had a few happenstance conversations, which I don’t generally have online.
We had a debrief about the Advance HE/HEDG shareshop we did on transition. We also thought about future ideas, including dual mode delivery and curriculum planning.
Friday saw myself deliver a repeat of the second session of an online Digital Leadership programme to a cohort of university staff. It was a slightly shorter session as I had a conference to present at later that morning.
The conference was a Westminster Higher Education Forum policy conference: Next steps for reforming the TEF and ensuring teaching excellence in HE. My session was entitled Driving up standards and supporting teaching excellence in remote and blended learning.
I talked about definitions, background, the emergency response and the implications of differentiating between translation and transformation. I also discussed the topic of digital poverty.
In the afternoon I did some analysis of the planning that universities were taking in respect to transition that came out of the shareshop we did on transition.
The main themes that came out of the online padlet discussion were:
Building online communities
The importance of student (and staff) wellbeing
Supporting and developing academic skills
Developing inductions and planning welcome weeks
Building digital skills
Returning to on campus delivery
One of the key themes that came out of the padlet discussion was the value and importance of building online communities. As one delegate pointed out in their planning, they felt it was important in supporting them to socialise and feel part of the community. One university wanted to increase connectedness and a sense of belonging to the university community.
As with academic skills (but slightly less commentary) the disruption to both new students and returning students, many comments were made about supporting and developing the digital skills of students. There was a recognition that many students did not have the (academic) digital skills to successfully engage with online and blended learning. As one participant said there was a need to be supporting the digital skills needed to access the course and related services. Another said we overestimated the students ability to use and engage with online content.
My top tweet this week was this one.
Maybe this isn’t the problem. Maybe the problem is too many meetings.
My EdTech Klaxon goes off each time I hear the term Digital Natives. This thoroughly debunked term for labelling young people is often used to describe how the fact that as young people use digital technology then they are extremely competent in using digital technology for all aspects of their life, and in the case of students for teaching and learning.
The reality is that digital is not static, it is a constantly moving feast, the technology or digital tools they grew up with is not necessarily the technology and digital tools they will use today.
Also just because you are confident in the use of say, one consumer technology, this doesn’t mean you have the skills, capabilities and confidence to use all digital tools and technologies. This is very much the case with educational technologies.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
I could say the iPad I got, but it was a prize, so guessing doesn’t count.
I really loved my Cambridge University Press mug I got at UKSG in 2011. I used for many years across three jobs and then it got smashed.
I’ve always liked the pick and mix, or jars of sweets I have managed to swag at various conferences. They were always very much appreciated by the children at home, well those bags that managed to make their way home.
The really nice notebooks that seem to be the order of the day in the last few years have been useful as well.
I also liked the Canvas t-shirts which they use to give away.
The downside of online events over the last eighteen months has been that there has been no chance or opportunity to get some swag or merch.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
news and views on e-learning, TEL and learning stuff in general…
