This post is part of the #JuneEdTechChallenge series.
Who remembers the PSP?
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).
This post is part of the #JuneEdTechChallenge series.
Shiny gadgets I like…
It’s the iPad!
There are similarities in this day to Day 4: My favourite piece of kit for that day I said it was my iMac.
I use to post regularly every year a top ten of the technologies that helped me to do my job. The last one I did was for 2016, and my top technology was my iPhone, the iPad was in eighth place back then.
However we are talking shiny here and the iPad I think is one of those shiny gadgets that had a real impact on society, detect and education.
The tablet as a form factor isn’t that new, the Dynabook back in 1973 (complete with ebooks) was a concept which didn’t really connect.
In 2004 I had an HP Tablet (which were popular in hospitals) that used the Microsoft Tablet PC version of Windows. I did like the form factor, the pen input, just that the battery life was poor (a few hours) and the OS wasn’t really designed well for the way I wanted to use the tablet. This was the kind of device I wanted to use on the go, all day at a conference and on the train. However with a battery life of a few hours it wouldn’t even last the trip to London on the train; back then the trains I travelled on didn’t have power sockets!
When I first heard about Apple releasing the iPad my initial thoughts was that this was very much a consumer device. So much so I ordered one for me and didn’t get one through work. My iPad arrived on the day of release and I really liked it. A few weeks late I won an iPad in a prize draw. I did think about selling it, but in the end decided to use it as a work iPad, I didn’t think it would be that useful. Well I was wrong on that count, it was an incredible productivity device and changed very much my working patterns and the way I communicated and collaborated. I found it really useful for events and conferences.
I still use the iPad very much in the same way now as I did back then.
It is my favourite shiny gadget.
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).
This post is part of the #JuneEdTechChallenge series.
Probably this one by that Dave White at ALT-C 2010
Dave with his extensive experience with TALL was certainly well qualified to understand the benefits and limitations of online delivery. However he discussed during his talk the importance of the social benefit that physical lectures provide for a community of learners. This is though not impossible to recreate online, is very challenging. Dave demonstrated through his delivery and content that the lecture in itself can be a useful way to stimulate discussion and debate.
This talk followed the keynote by Donald Clark who had opened the conference with his keynote, and riled people and annoyed them with a blanket attack on the lecture.
What Donald Clark did was to challenge our perception of the lecture, and it appeared to me that the over-whelming consensus of the audience was that the lecture still had some place in the delivery of education. This was reinforced for me by Dave White who gave a wonderful (unplanned) response to Donald’s lecture, with an invited talk on the eventedness and social impact of coming together to learn.
The phrase “eventedness” has stayed with me since that talk back in 2010.
This talk was probably the highlight of the conference for me and is still a highlight now, ten years later. It has made me reflect more on my personal view that learning technology doesn’t always have to be a choice, but what it can do is provide choice.
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).
This post is part of the #JuneEdTechChallenge series.
When I deliver CPD for e-learning, digital or even edtech, I often get asked why aren’t we using digital tools as we get out the Sharpies, the flip chart paper and post-it notes.
For me the essence of digital CPD isn’t always about using the digital tools you are talking about. Effective use of digital is as much about deciding when to use digital tools and when not to use digital tools. Sometimes it’s one or the other and other times it is a blend.
As Darth Vader once said, never underestimate the power of a post-it note.
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).
This post is part of the #JuneEdTechChallenge series.
Most mornings I post a “Good Morning” tweet with a GIF on either how I am feeling or based on something I saw on the previous day.
This one of Chandler comes up pretty often…
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).
Well a shorter week for me, as Monday was a Bank Holiday and I took leave on Wednesday. As it was half term, I has planned to go to the office for the other three days. So it would have felt in some ways like a normal working week. However personal circumstances resulted in working from home instead.
I liked this Wonkhe article by Nic Whitton and Lawrie Phipps: Why the teaching legacy from the pandemic must be more than digital.
As we start to emerge from this prolonged period of change, many university leaders are thinking about how to keep the best elements of digital and embed them in future practice; “don’t throw the baby out with the bathwater” is a mantra we’ve heard on many occasions. This reflection is necessary and welcome: something we must do as we develop a “new normal” after the heady pace of change over the past year-and-a-half. However as we reflect, it is important to remember that more has changed about how we teach than the digital tools we use. To torture the metaphor somewhat, we might need to take a whole new approach to baby hygiene.
I took a day’s leave on Wednesday and we went to Legoland, which we haven’t done in a few years now. In theory they were limiting numbers, but it felt very much to me busier and more crowded than visits in previous years.
I read this article from the BBC News: Working from home: Call to ban out-of-hours emails from bosses.
…Prospect is calling for the government to give employees a legally binding “right to disconnect”. This would ban bosses from “routinely emailing or calling” outside set working hours.
The long hours and out of hours culture we see in many organisations is rife and the pandemic has made this worse.
When I managed a large team I was always keen to point out to my staff that though I was e-mailing early in the morning or late into the evening, I never expected them to do this and I never expected them to respond either. My reason for the odd hours was that I was commuting to Oxford back and forth and spent about 4-5 hours on the train. I worked quite a bit and did a lot of e-mail during that commute, as I was catching an early train and arriving home late, the timing of those e-mail was out of hours. What I did do was manage expectations of my staff about responding or not to those e-mails.
Now in a very different role, we have quite a flexible approach to working, and though less so recently (down to the pandemic) when I was travelling I would often work in the evenings in hotels if I was away from home. Again I had not expectations about responses, e-mail is for me an asynchronous form of communication and that is its main feature. Even in pandemic lockdown, working flexibly allows me to do stuff in the middle of the day and catch up either first thing or later. I don’t expect other people to work in this way.
I have a few things I do to keep my e-mail in check. I absolutely keep home and social e-mail separate from work e-mail. I turn off that notification feature on e-mail so I don’t have badges with ever increasing numbers. I don’t check e-mail when I am not working, so when I am on leave or at weekends, but I have the choice if I want to.
The issue I have with legislating e-mail sending is that it doesn’t actually solve the real problem. You need to solve that problem first.
Spent a lot of the week working on a couple of bespoke Digital Leadership Development programmes. One will be a series of online sessions, alas no in-person sessions for this, the other will be a self-directed study programme.
Since last working in this space, a lot has changed, the elephant in the room is obviously the impact of covid, lockdowns and the emergency response to all this. However much of what digital leaders need to do is still there as it was before. It is about becoming an effective digital leader, modelling the behaviour you expect in others and leading and influencing digitally-driven change.
Interviewed a member of academic staff about their digital practices this week and it was interesting to see the parallels and reflections of their practice which I have also seen across other interviews at other HEIs. The importance of effective (digital) support was brought up again, and this is a wide ranging issue for academic staff, for whom the support might be technical support, application support or practical support. This tool isn’t working, how do I do this with this tool and how can I use this tool for teaching and learning? In most universities this support is provided by different teams, the question you need to ask, does the academic know who to ask when they need support?
At our regular Higher Education monthly team call I talked about our experiences with consultancy, some of our wins and some of our challenges.
My top tweet this week was this one.
Why the teaching legacy from the pandemic must be more than digital | Wonkhe by @Lawrie and @nicwhitton https://t.co/01qoImhlcb
— James Clay (@jamesclay) June 1, 2021
This post is part of the #JuneEdTechChallenge series.
Hmmm, before covid I think I would have said my iPhone, but over the last eighteen months, I think my iMac has to be my favourite piece of kit.
When you’re travelling the iPhone was really useful for quick checks, information, entertainment and acting as a WiFi hotspot.
However with Covid-19 and lockdowns the iMac has become my main computer and tool for work.
I use to post regularly every year a top ten of the technologies that helped me to do my job. The last one I did was for 2016, and my top technology was my iPhone.
In first place is my iPhone 6S Plus, A great phone, with a great screen and made really useful through the 4G connection. I like the camera. Having played with the iPhone 7 in an Apple Store I much prefer the physical home button of the 6S. I know not everyone likes the large screen of the Plus model, but I find it really easy to use, however the size can be a little cumbersome.
Then the iMac came in third.
One of the reasons I didn’t do a top ten for 2017 was that not much had changed. My job didn’t require me to use a range of technologies as previous roles had, and I wasn’t upgrading my kit as much as I use to.
The fact that five years after posting that 2016 list I am still using the same iMac and the same iPhone that I was using back then was showing posting a top ten list was no longer useful. I think I would struggle today to find ten items I 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).
This post is part of the #JuneEdTechChallenge series.
Across the many conferences I have attended one of the things I would usually take with me was a six way power gang!
Instead of fighting people for the power sockets, you can immediately make five friends! Also useful when you are back in your hotel room and need to charge the laptop, the phone, the iPod, use the hairdryer, etc…
More on that from 2010.
If I am attending a one day event, I might bring a two or three way adapter instead.
I usually find that I take too much stuff to conference and as a result I am always carrying a heavy bag. Sometimes this is because I want to work on the train as well as using a device at a conference itself.
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).
This post is part of the #JuneEdTechChallenge series.
In education we use a lot of acronyms and I don’t always know what they stand for.
I think over time for me probably the most used acronym has to be VLE, Virtual Learning Environment.
Despite only being used for three years MoLeNET features as heavily used on my blog. I did a lot of blogging about mobile learning.
MoLeNET was an acronym for Mobile Learning Network.
Jisc despite what wikipedia and others think is no longer an acronym.
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).
This post is part of the #JuneEdTechChallenge series.
ALT set a challenge.
We invite the #edtech community to join us tomorrow as we start our #JuneEdTechChallenge. Each day throughout June, we will share a challenge for you to get involved in. Remember to use #JuneEdTechChallenge to share with the community! #altc pic.twitter.com/2j3He6KVqy
— ALT – alt.ac.uk (@A_L_T) May 31, 2021
Today we are asked about the VLE in my life…
Well it’s dead isn’t it…
At ALT-C 2009 we did a debate called The VLE is Dead.
It was Tuesday 8th September 2009 at 13:40 at Manchester University that The VLE is Dead symposium was kicked off by Josie Frasier.
2009 was also the year that delegates at ALT-C discovered the Twitter! In 2008 there were roughly 300 tweets and about forty people tweeting, in 2009 the amount of tweeting went through the roof!
Most people though remember that year as the year I allegedly said the VLE was dead! We had certainly over the months leading up to the conference trailed the debate with blog posts, tweets and even a trailer.
The debate was huge, with hundreds of people in the room, sitting on the floor, standing by the walls and we also live streamed the debate over the internet (which was quite revolutionary at the time). Overall an amazing experience and an interesting debate that still goes on today.
If you watch the video of the debate and discussion you will see that my view was that the VLE was more of a concept a place where a learner starts their journey and other technologies could be plugged into the institutional VLE to enhance and enrich it.
I still hold that viewpoint that the VLE is a construction of different tools and services. Back in 2009 I thought the VLE would evolve into something at the heart of a student online experience.
Reality was everyone thought I said the VLE was dead…
My first experience of a VLE, well more of a Learning Management System was First Class back in the late 1990s. I remember the number of red flags that said you had unread messages in the text based discussion forums. I did think it had huge potential.
In 2001 I got a job as Director of the Western Colleges Consortium and part of the role was leading and supporting the use of a shared VLE, TekniCAL’s Virtual Campus. This was an interesting platform, though the best thing that TekniCAL did was create a SCORM authoring tool based on Word. A simple tool which used styles and then you could create interactive and engaging learning content. The challenge with the platform was that the focus of technical development was on the administrator experience and not the student experience, so there was a lot of dissatisfaction from the end users on their user experience.
I then moved jobs and moved VLEs.
In later jobs I had to use Moodle and Moodle was like a breath of fresh air in the VLE space when it was first around. I did get annoyed when people confused free (open source) software with free (as in no cost). Certain skills were required to manage and administer Moodle from a technical perspective. If you didn’t have those then there was potential for things going wrong.
Over time though Moodle became somewhat clunky and needed a redesign. I did once take an in-depth look at Canvas.
I have never used Blackboard!
In my current role I don’t use a VLE.
So for me the VLE is now dead!
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).