No travelling for me this week, well that’s no different to any other week these days… Last year around this time on one week I was in London two days and went to Cheltenham as well. It doesn’t look like I will be travelling anywhere for work for months, even for the rest of the year!
Had a number of meetings about ideas for consultancy offers with various institutions, which were interesting.
Continued to work on the strategy, which is now looking good. It’s not a huge shift from what we had before, but it takes on board the lessons from Jisc’s Learning and Teaching Reimagined programme. It will also lead into some work we are doing on thought leadership. I have to say I am not a fan of the term thought leader, it’s up there with the term social media guru, as something you call yourself, but no one would ever describe you by that term. However the concept of future thinking is something that I think we should do, if people want to call that thought leadership, fine.
Reflecting and thinking about where you see higher education could go in the future, as well as thinking about where they are now can be useful. Sharing those thoughts with others, is more useful. I see these pieces are starting discussions, inspiring people or even making them reflect on their own thinking.
With all the media talk on digital poverty this week, I was reminded that fifteen years ago I wrote an abstract for a conference, the session was called: Mobile Learning on a VLE?
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.
Back in 2006 I was looking at how learners could access learning content despite not having a fancy laptop (or desktop) or even internet connectivity.
I was intrigued about how consumer devices used for entertainment, information and gaming could be used to access learning. Could you format learning activities for the PSP, an iPod, even the humble DVD player?
I even found a video of the presentation, which I have uploaded to the YouTube.
Nothing new really, as the Open University had been sending out VHS cassettes for many years before this.
Wikipedia was twenty years old this week. The first time I wrote about Wikipedia on this blog was back in 2007, when they published their two millionth article. They now have fifty-six million articles. I met Jimmy Wales at Learning without Frontiers ten years ago this week.
I managed to have a few words with Jimmy and wished I could have had a few more, seemed like a really nice and genuine guy.
My colleague Lawrie had a post published on the Advance HE blog Leadership through a digital lens where he reflects on what we have learnt over the past year from having technology front and centre of HE, asking how we ensure that we do not adopt a techno-solutionist approach but look at our goals through a digital lens.
On the 2nd October 2009 I was at the ULCC Event, The Future of Technology in Education.
Little did I know the impact that this presentation would have on me, my future career and education in general.
I felt a little intimidated to be invited to talk at the event, we wouldn’t have called it imposter syndrome back then, but I did wonder if I was the right person to talk at such an interesting conference. It certainly had a TED talk feel to it. I must thank Frank Steiner and Tim Bush from ULCC for their support and help and inviting me to talk at this FOTE and future FOTE events.
2009 was quite a year for me, I had won the ALT Learning Technologist of the Year award that year. It was also the year of “The VLE is Dead” debate at the ALT Conference.
The event took place at the Royal Geographical Society in Kensington, which I remember wasn’t the easiest place to get to via the underground. Knowing London better now I think I would probably have just walked across Hyde Park from Paddington to get there. From about 2001 I started going to London a lot for work, well a few times a year, which was considerably more than when I was a lecturer in Bristol. I use to go to London, arrive at Paddington, take the underground, pop up somewhere, go to a meeting or an event, before popping back down into the underground on my way home. These days I visit London a lot more and have spent a lot more time walking around London, so have a much better grasp of the geography of the place. I remember being quite impressed with the place, and that you could see the nearby Albert Hall.
I spent a fair bit of time putting my presentation together, in the end it comprised 82 slides… and I only had twenty minutes to deliver my talk. A challenge that took some doing.
My presentation was entitled The future of learning… The aim of my presentation was to discuss how learning would and could change with the affordances of technological change.
So what of my predictions?
Well we know predicting the future is hard and generally most people get it wrong.
You will no doubt not be surprised that I got a lot of things wrong…
One thing I feel I did get right was that mobile was going to be big and important. I said how I felt mobile was the future. The audience did have a range of mobile devices themselves, but most phones were nothing more than phones that could do SMS and the Snake game. There were a few smartphones out there, but if my experience was to go by, they were clunky and difficult to use. We had the iPhone, but it hadn’t quite had the impact that it has had by today.
We didn’t have the iPad, that would arrive the following year. So no surprise that in my talk at FOTE I didn’t mention tablets
My talk actually started off talking about the past, how we are still impacted and embedded by the past, which makes change challenging and difficult.
I then talked about the present and some of the issues and problems that technology was causing in classrooms and lecture theatres. PAT testing was a real concern for many back then, don’t hear much about it these days in relation to BYOD or learner devices.
One of the challenges I saw back then was how academics and educationalists wanted to categorise learning, so we had e-learning, m-learning, mobile learning, online learning, digital learning, etc….
I said that I thought categorising learning and putting it into different boxes was restricting and that really we should focus on learning and blur the boxes, blur the boundaries.
It was fine to talk about the “boxes” at conferences and in papers, but experience has shown that categorising learning into boxes caused confusion for teachers and academics, who rightly focussed on the word before the learning as a problem to be solved and then found it challenging.
However back then I said, and I still stand by this today, is that learners and academics need to understand the potential of technology and digital to better understand the affordances and opportunities that it can provide for learning. You don’t need to be ab le to do the technology, but you do need to know what it can do.
I also brought in scepticism about technological advances, something I would draw upon in future talks and presentations.
Video (and film) had been used for learning for years, but people were sceptical and convinced that video (ie lecture capture) would stop traditional learning activities. However we know that television didn’t destroy radio, we know that radio didn’t kill newspaper, books didn’t replace folk stories. When we have a new technological development, often the result is a negative impact on existing technologies, but often the result is affordances about the potential of the new technology, enabling access that otherwise wouldn’t be possible.
I also talked about the potential of video on mobile devices. Video cameras were getting smaller and cheaper, the quality was getting better as well. You could buy video cameras which could record HD video, even if it was a challenge to capture and edit it on standard computers of the time. This was before the concept of streaming became mainstream. I showed a Sanyo Xacti camera which was waterproof and dropped it in a jug of water. These cameras could be used in dirty and dusty environments and the washed under the tap!
Mobile phone video has become so much better now. I am still impressed that my iPhone can record 4K video… If only we could get people to record video in landscape!
GPS was usually an option on devices back then, today it is more prevalent in the devices we buy. I saw this as an opportunity, the concept of geo-location based learning was something that felt quite magical at the time. Your device knows where you are, so personalises the learning based on your location. What I missed was how location tracking and would become a very big issue for people.
There was a bit of a backlash against e-Books back in 2009, as people felt that they weren’t as good as “real” books. For me they weren’t a replacement for books, they enabled different ways of reading. For many e-Books and e-book readers enabled a new way to access books and content, that otherwise would mean they wouldn’t have access. I presented on the future of reading at #FOTE10 the following year. I became a bit of an expert on e-books as as result. I presented on e-books at many different events and conferences, as well as writing a chapter in a book, and finally a book on Preparing for Effective Adoption and Use of Ebooks in Education in 2012.
Today e-books are part and parcel off education with easier access to books by students from academic libraries. As I did predict, we didn’t see the end of physical books, we still have bookstores and people still buy physical books.
Back then in 2009 connectivity was either slightly haphazard, or expensive, or both. We had 3G, but it wasn’t widespread, it would be another three years before we saw 4G.
WiFi was there, but it didn’t always work and network congestion would often cause the WiFi to fail. This happened with frequent regularity at events and conferences I attended back then, as delegates killed the WiFi with too many connections.
In the future I felt connectivity wouldn’t just be important, it would be critical for the future of learning.
Today we have really good (and cheap) mobile data, 4G is more available and 5G is starting to appear. Ubiquitous WiFi is certainly there compared to ten years ago, Eduroam has made it easier for people in education to connect when travelling, but WiFi is easily found in most places. This has allowed users to do so much more when travelling and moving about, or just when drinking coffee. I certainly notice how many people are streaming video, having video chat, doing so much more, because they had the connection and the bandwidth to do so.
Mobile often means battery power, and access to charging. Everyone remembers how their Nokia phone would last days on a single charge, today, most people seem to complain how their smartphone battery doesn’t last the day. Batteries may not seem to have got better, they have, just that we demand more power for our complex devices. We have seen significant improvements in battery technology, but we have seen a huge increase in our demand for power on our devices. Streaming video requires more power than reading an e-mail. One thing that has taken time to filter through was the importance of the ability to charge devices. Since 2009 we have seen trains and buses adding power sockets, and USB ports for charging as well. Hotels have added similar sockets. Some lecture theatres now have plug sockets as well.
In my 2009 presentation I talked about the technological penknife.
This is one thing I got very wrong, I thought that the idea that a device that did everything meant it did everything badly. A penknife has multiple tools, but most of them aren’t very good doing the stuff they are designed to do. People would prefer to have specialist devices for specific activities. Why would you have rubbish video from a phone, when you could have a decent HD video camera? Why would you use the rubbish microphone on a device, when a specialist recording device would do it so much better? Well that didn’t happen, in reality we have seen devices become so much better that we don’t need to have multiple devices. We have the penknife, but it’s a really good penknife, really good at everything.
I then went on to talk about change and the importance of managing change. I talked about how change can be a series of small steps, but noted the importance of missing steps, endless steps and steps that trip you up.
These slides were really where I started to understand strategy and writing strategies much more. This certainly helped me in future roles and influenced heavily the design of certain aspects of the Jisc Digital Leaders Programme in which I was part of the research and development team led by Lawrie Phipps.
I talked about activity, technology should never be about the technology, it needed to be about how it could enhance or improve activities. Or where the affordances created new opportunities for different activities. We still have a perception that we shouldn’t talk about technology first, though sometimes I think we should.
Technology allow for flexibility, flexible curriculum, flexible approaches to delivery, flexible learning. I think we have made a little progress here, but so much more is possible these days. The technology enables flexibility, but that doesn’t mean it will just happen, there is so much more that needs to happen to enable flexibility.
Back then I felt sharing was important, not just sharing content (as in open) but also sharing ideas, concepts and approaches. Not that this didn’t happen, but it was difficult to do so. Today it is much easier to share than it was back then, so much so, I think we have forgotten about the time when this didn’t happen.
I talked about the importance of working collaboratively. Since the talk online tools have made it so much easier to collaborate. Collaboration across institutions (and countries) is so much easier these days. Tools such as Slack enable groups to talk and work together.
I talked about innovation, celebrating ideas. Innovation doesn’t always mean better, it means different or new. Following on from that I talked about experimentation and encouraging it within our institutions.
If you want innovation, then it needs to be embedded into the strategy, rewarded and not penalised when things go wrong. It needs to be done in collaboration with learners not done to them. I think we are seeing much more innovation and collaboration these days, and the student voice is helping to inform developments and ideas.
I said we need to re-think assessment, technology was going to have an impact. I think it has, but not in the way we thought it would. We try and use technology to “fix’ assessment today, rather than re-imagine how we assess.
I talked about culture and how culture can enable change, but also frustrate it. Culture is about what and who we are, it’s the sum of the people within an organisation. This was something we covered years later in the Jisc Digital Leaders Programme.
I have always seen technology as a solution to a problem. Technology in itself is not the problem needing to be solved. This was something that I wrote about in 2018.
I finished the presentation about talking about the future and how the future was about the learner, the student. It was about how they wanted to learn, where they wanted to learn, what they wanted to learn and with whom they wanted to learn. Why did we need to think about the future, it was because we needed to think about the learners, then, now and in the future.
So did I predict the future?
It certainly though had a huge impact on my future, some of which I have outlined above. As a result of this talk I was invited to speak at a range of events and conferences on the future of learning and a range of mobile learning events. I spoke the following year at FOTE 10 about the future of reading, which resulted in me doing much more in the e-book space.
So there is also a video of me (looking much younger) presenting, if you want to watch what happened…
On this day nine years ago I was presenting and giving anoverview of the current state of play of mobile tech and MoLeNET for the JISC Cetis Mobile Tech Event on the 15th June 2010 in Bolton.
Here are the presentation slides I delivered.
I created the slides in Apple’s Keynote application before saving them as images which I then imported into Powerpoint.
I thought it would be interesting to reflect on what we thought then was the state of play then and what the current state of play is.
June 2010 was just two weeks after the iPad was available in the UK and people were still wondering what to do with it and what it’s potential was, I used the image of iPad boxes to show that this was going to be a “something” and I think we can say it certainly had impact.
Not just putting the tablet as a mobile device into the heads of consumers and educators, but also the influence it had on smartphones as well. I don’t think we would have the huge large screen smartphones we have today if it wasn’t for devices such as the iPad and notably the iPad mini.
In most of my presentations I usually put a slide like this in.
There was still a culture of presenters asking people to turn off devices, give me your full attention and all that. Today I think we have more idea of if we want to use our device or not at conferences and presentations. I certainly wanted people to think about what I was saying, but also join in the conversation using new tools such as the Twitter!
In the presentation I started to look at the news headlines of the day
Apple had released their iPhone in 2007, now three years later it was having a huge impact on the market for phones.
Today the figures are somewhat different, there is no more sign of Nokia, RIM, HTC or Motorola, but look how Samsung dominates that market along with Huawei and other Chinese manufacturers.
Another headline was the success of the iPad.
What was interesting was how much the iPhone (and the iPad) were used to browse the mobile internet back in 2010.
Today most smartphones are capable of web browsing, mainly as most websites are now mobile optimised, making it a much easier experience than trying to navigate a desktop enabled site on a mobile browser. The other big change has been the growth of smartphone apps.
Back then the data limits with mobile contracts was really limiting.
Though these limits are still here today, having an unlimited data contract is no longer the realm of business accounts, consumers and students can access contracts with unlimited data more easily and quite cheaply as well. The data landscape has changed as well with 4G speeds being widespread and we are on the edge of the 5G world as well. The other factor that has changed is the widespread availability of wifi.
I really find these data usage patterns for the O2 network for 2010 incredibly low compared to today.
This report describes the results of a series of discussion workshops where experts and experienced practitioners explored visions of how mobile technologies and devices will influence practice in Higher Education (HE) and Further Education (FE) in the near future. The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This exploration focused on identifying emerging issues for the sector arising from the increasingly likely large scale use of Smartphones, PDAs and camera phones by learners in HE and FE, both on campus and in the workplace.
One of the things that is apparent from the report is how different mobile learning was back then compared to now. The main difference is the increase in bandwidth and connectivity. Then there was quite a bit of reliance on offline mobile learning and SMS texting. Today we see the use of mobile optimised web sites and apps.
However some of the issues in the report, highlighted in my presentation are still relevant today.
Training is still an issue, and not just with the technical side of things, understanding the affordances of mobile devices and mobile learning as well isn’t something that just happens and people instinctively know.
As discussed above, the issue of connectivity. Luckily today we have much better and more reliable wifi and mobile connectivity. This allows for mobile learning without the learner having to worry about being connected. Faster speeds allow for real time video chat, as well as streaming high quality video whilst on the move.
Collaboration back then often meant asynchronous textual conversations, as poor or expensive connectivity meant that real-time chat and conversations were not a possibility. Today collaboration is so much easier and can be done with audio or even video chat.
I also mentioned the Twitter.
As well as issues I also in the presentation talked about the fears that practitioners often felt when it came to mobile learning.
The cultural shift towards the use of mobile devices and learning whilst mobile, was something that hasn’t really gone away.
There is still resistance to change despite advances and increases in the use of mobile technology. Often though people are happy to discover and use mobile devices for their own stuff, using mobile devices for learner is still a step too far for some.
One reference I think still stands is how as learning technologists we often think we come over as Luke Skywalker, here to “save you”.
We do need to remember that others mainly see us as…
Resistance is futile.
One important aspect that is equally important today was privacy.
With the increase in data gathering, location data gathering and increase in analytics, what was a real issue in 2010 is a much bigger issue today.
Having discussed the state of play back in 2010, I then went into discuss the MoLeNET project.
It’s interesting to see what has changed and what has remained the same.
The first handheld mobile phone call was made forty four years ago, on the 3rd of April 1973. There had been mobile phone before, in cars and lorries, but forty years ago saw the first phone call from a handheld cellular mobile phone. Well you also needed to carry a bag too (for the battery).
I suspect most (it not all) the people reading this blog post have a mobile phone, or if they don’t they did at one time.
It’s interesting that a technology, which has reached such a milestone, is still seen by many teachers and practitioners as disruptive, and should be banned in classrooms.
Six years after this first experiment, we saw on Tomorrow’s World how they were being introduced to the UK, with some barriers and problems coming from the Post Office (of which the telephony was eventually spun off and sold off as British Telecom).
Even then, you could see the usefulness of the device as a way of making phone calls on the move, and whilst mobile. What was less apparent was the potential of the device as a mobile portable computer, even in 1979, personal computing was very much in its infancy. Even the first few pocket and portable computers didn’t have connectivity.
It is the smartphone’s connection to the internet and the web, which makes it a very different device to those early handheld mobile phones. The mobile phone today is a transformative and enabling device and in many ways a different concept to the one we saw back in 1973. The mobile phone today is much more than just a voice communication device, it can do so much more. I have done this exercise at many mobile learning workshops, I ask the participants to list all the different things they do on their phones. Interestingly, making phone calls is either not mentioned or very low on the list. The sorts of things that people today do on their phone includes (and is certainly not limited to) texting, social networking, photography, film making, audio recording, playing games, reading books, looking at magazines, listening to music and other recordings, watching video, streaming video, doing quizzes, creating content, and so much more…
It is this functionality that makes the mobile phone so much more than what was first seen back in 1973, and it is this functionality that teachers see as disruptive and challenging to manage.
The reality is that learners don’t use mobile phones in classrooms in the way they were envisaged, for making actual phone calls! The problem many practitioners have with mobile phones is not with the phones themselves, neither with learners making phone calls in lessons, the problem is a very different issue.
Banning mobile phones or asking students to turn them off, is not a real solution, at most conferences and events when delegates are asked to turn off their phones, most will turn them to silent mode. So much so that conference organisers seem to ask people now to turn them to silent mode rather than turn them off. I am sure many learners in a classroom situation will do something similar.
The question you have to ask is why are learners switching off in lessons and using their mobile phones? Yes there will be the odd learner who is addicted to their phones and can’t help themselves using it. However these learners are in a very small minority. Think about if this was the case for all learners, then in all lessons, all learners would be disengaged and using their mobile phones; now that doesn’t happen.
Rather than blame the learners, the key is to think about why they are disengaging in your lessons. Why are they switching off from learning and switching on their phones?
Another possible solution is to embrace the use of the mobile phone and make it part of the learning process, as well as making the learning engaging and interesting. The very functionality that can be so disruptive or attractive to learners, can also be effective in supporting learning and assessment.
Engaging doesn’t always mean interactive and doesn’t mean that it can’t be hard or difficult. Thinking about challenging problems is an effective learning process.
The mobile phone is forty four years old, in many ways the disruptive nature of mobile phones is new, but only because the mobile phone has evolved into something very different from a device used to make mobile phone calls.
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.
As some will now as well as talking about e-learning stuff, I also like to talk about the tech side of things too. Over the last few months I have been talking about things I have written about on this blog before.
In my blog post Mobile WordPress Theme I have covered the update to WP-Touch, which adds a dedicated mobile theme to WordPress blogs really easily and looks great. If you have your own WordPress installation, then this plug-in is really easy to install.
In another article I talk about how we melted the wifi at the recent UCISA event on digital capabilities. The conference centre struggled to cope with 120 delegates as the wifi, that in theory could cope with 250 wireless clients, failed to deliver a stable consistent wifi connection.
On this blog I wrote about the fickle nature of the web based on the original article which appeared on the Tech Stuff blog. This was in response to the original decision by the BBC to remove the recipes from their BBC Food site.
In addition to the individual post mentioned above, I have also written about my continued issues with getting FTTC at home. As well as my new Three 4G connection, where I am getting nearly 50Mb download speeds.
So if you fancy a more technical read, then head over to the blog.
SMS use fell for the second consecutive year, from 129 billion messages in 2013 to 110 billion messages in 2014, largely due to increasing smartphone take-up and use of internet-based communications.
This move from SMS to other forms of internet based communication is partly the result of the increase in the number of people owning internet capable smartphones, also the increase in the use of 4G (making it faster to do so).
…during 2014, 4G subscriptions have leapt from 2.7 million to 23.6 million
In addition we are seeing an increase in the availability of wifi both on campus and in urban areas.
Well there are three things we should take away from this.
Firstly if you are already using SMS to support teaching and learning (or learner support) then keep doing so, the decline is there, but the use of SMS is very much embedded into the daily lives of many people and will continue for the next few years.
Secondly, note that the increasing smartphone take-up and use of internet-based communications, means that in addition to SMS you should be using internet-based communications as well.
Finally if you’re not using either SMS or internet-based communications, then planning for the future, the focus should be on internet-based communications and not that means to ignore SMS, but note that it is in decline and resources may be better placed elsewhere, as the growth in internet based comms will continue to replace SMS.
What this report demonstrates is how challenging it can be to keep pace with changes in technology, that some technologies come and go, and that sometimes you need to move fast to take advantage of technological advances before they become obsolete.
Over on “Don’t Waste Your Time” David Hopkins posts a nice cartoon of how to support staff in using emerging technologies and his interpretation of the roles within the cartoon.
‘Laggards’. Those who follow on once a technology has proven itself.
Late majority. Those who will join the implementation of something new once the initial buzz has quietened down and the research is starting to support its use.
Early majority. Like those in the ‘late’ majority, they will wait for the back to be broken on the testing and development before adopting and implementing, but will have been keen observers from the start.
Early adopters. Being involved and helping developing new uses for existing technologies (as well as driving developments) the early adopters will often be closely tied with the ‘innovators’ through professional connections.
Innovators. The first to know, the first to try, and sometimes the first to fail. These ‘technology enthusiasts’ will not stop when something doesn’t work, they’ll often try again, alter their approach or expectations, and keep looking around to see if there’s anything else they could use to improve work or learning efficiencies.
This is a nice model and people who are responsible for embedding the use of learning technologies will very likely recognise these stereotypes.
David asks with whom you identify with?
My observation is that we are all of them. Which one we are depends on which technology we are using.
For a long time I was a laggard (sceptic) with regard to Second Life and virtual worlds, really couldn’t see the value and how it could be used in an effective (and efficient) manner to enhance teaching, learning and assessment. It took a while and I remember seeing a fantastic presentation from Bex Ferriday on how Second Life was been used to create art displays that couldn’t exist in the real world. However despite that really nice exemplar, I still remained very much a conservative sceptic with regard to Second Life.
On the other hand, having used mobile technologies for years before the iPhone and the iPad (going back to the 1990s), I would describe myself as an innovator with regard to mobile learning. Very much the enthusiast and early adopter.
I would describe the model above more of an continuum than discrete roles that we fit into, and that where we sit on that continuum depends on where we are and how we use the technology. When you start to talk like that you suddenly realise that the Visitor and Residents model from David White and the work undertaken by him and Donna Lanclos resonates much more.
You could describe the enthusiast and early adopters as resident’esque behaviour and the behaviour of sceptics and the conservator majority as that of visitors.
One of the aspects of the V & R model I like is that as well as the horizontal continuum you also have a vertical continuum where technology is used between a professional and personal capacity.
Many years ago I was delivering training to a group of sixth form staff, one practitioner was quite proud of the fact that she was a technophobe, however when questioned further she not only used the internet, but used IM and Skype on a regular basis to talk to her daughter in Australia! What is apparent talking to many practitioners who don’t see the need or feel they can use technology to support teaching, learning and assessment, in their day to day life use technology all the time for their own needs and in their non-work life. These individuals can be sceptics in a professional capacity, but early adopters in their personal use of technology.
Models like the one above which shows learning technologists as bridging the chasm assume that there is a chasm that needs to be bridged and that people aren’t willing to cross it. It assumes that people’s view of technology is consistent across all technologies. It can be a starting point, but if you then move to the mapping exercise of the V & R model then it helps practitioners (and managers) realise that they are early adopters and sceptics and everything in between and that all of them can help each other to cross the many different technological chasms out there.
Of course one of the real challenges is to do this is from an holistic organisational perspective and get everyone to start to embed and increase their use of learning technologies where appropriate to enhance and enrich teaching, learning and assessment.
Interesting Examples of Technology Enhanced Learning – ocTEL
Probably the most interesting example of TEL for me at the moment is the MOOC, but probably not in the way you would expect.
What interests me about MOOCs is the hype surrounding them and a belief that they will have a significant impact on the HE sector. Some have been saying that MOOCs are to HE, in the same way that Napster was to the music industry. I am less confident in that view, but I do wonder (as someone who works in formal education) if I am thinking as a record company rather than an innovator.
The thing is that over the last few years there have been a fair few ideas and technologies that people have talked about as revolutionising education.
Go back to the 1990s and lots of people back then were talking about how online learning and VLEs were going to revolutionise education. Fast forward to today and VLEs are embedded in a fair few educational organisations (and used intermittently in others) however the VLE is in the main used to enhance and enrich an existing educational experience. You still have traditional classroom and lecture theatre delivery, but there is support, communication tools, extra resources and activities on the VLE that allow for a more personalised and individual learning experience. Rarely will you see a course delivered wholly on the VLE and where you do, it’s usually by an organisation that was doing that kind of remote learning before with paper.
In 2006 many people were talking about mobile learning (oh and still are) and how mobile devices were going to break apart traditional education delivery allowing learning to happen at a time and place to suit the learner. Fast forward again and what we find is that mobile devices are again in the main used to enhance and enrich an existing educational experience. Learners use mobile devices to access additional information and resources, as well as communicate. Services such as Twitter which work well on mobile devices allows back channel communication and sharing of resources and links. You aren’t seeing in the mainstream whole courses designed to be delivered on a mobile device. Some subject areas have made good use of mobile learning, but as with the VLE, the real strength of mobile has been to add value to a traditional learning experience.
Go back just a few years and everyone was talking about the PLE (Personal Learning Environment), how every learner could create their own learning environment, how Web 2.0 tools could take learning outside not just the institutional VLE, but also allow learning in communities and add an element of social learning. At a simple level, in a PLE, a learner would use a range of web based tools and services to create their own learning environment, engaging with learning communities across a range of institutions. Though that is happening today, it certainly isn’t mainstream.
I don’t see mainstream education using the PLE concept, yes individuals are pushing it and encouraging their learners to engage with web tools and services, but the PLE revolution that was talked about, just hasn’t happened and the term is rarely referred to or mentioned today in discussions about learning technologies. Certainly I don’t think I have seen the term PLE in any of the discussions in this MOOC.
In many ways I do think that MOOC is similar to what we have seen before. A lot of people evangelise how this “concept” will revolutionise education and cause traditional institutions to change. Personally I don’t see that happening.
In many ways MOOCs for me are an evolution of the PLE. By adding content and structure to the PLE you get a MOOC.
So will MOOCs revolutionise education in the same way that Napster changed the music industry?
What needs to be remembered is that there were lots of other services at that time, as well as other technologies, it wasn’t just Napster that had an impact on the music industry. Well maybe we should look whether it was just Napster, in many ways I think mp3 and the iPod (and iTunes) had a bigger impact. Also where is Napster now, the original Napster concept that is? It’s gone.
MOOCs will change education, the fact we are talking and discussing them implies that this will feed into how we work and support learning. But is it Napster? I don’t think it is.
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