Tag Archives: coronavirus

You will need a tray…

The Death Star
Image by Alex_K_83 from Pixabay

So sometimes you have to backtrack and change your mind.

I have been working on a variety of blog posts about transformation over translation. When discussing the lecture and video I did say:

If you have watched a 60 minute TV programme, you will realise few if any have a talking head for 60 minutes. Few of us have the time or the skills to create a 60 minute documentary style programme to replace the lecture, and where would you go to film it? So if you change the monologue to a conversation then you can create something which is more engaging for the viewer (the student) and hopefully a better learning experience.

In a recent meeting with staff from a university I was discussing this issue and their response was, what about comedy stand-up? That’s a monologue.

I had to concede that they were indeed right, the comedic monologue is something that people to watch and is usually a talking head.

I will defend that I did say “few if any” and not none.

However I don’t think we can class the lecture in the same vein as a comedic monologue, well not all the time. Is a lecture as entertaining as Eddie Izzard discussing the canteen on the Death Star, probably not.

If you are transforming all your lectures into video recordings, some (or a few) will work well as monologues, however some will probably work better as shorter recordings, or as conversations or discussions.

You’re Mr. Stevens?

No, but you will still need a tray.

It didn’t pitch! – Weeknote #101 – 5th February 2021

We had snow at the weekend, but it didn’t pitch.

I had a week of meetings which was exhausting and quite tiring. Spent a lot of the week working on Jisc’s HE Teaching and Learning Strategy. I had meetings with key stakeholders within Jisc, as well as digging though university needs and ambitions.

lens
Image by Free-Photos from Pixabay

I wrote a blog post for Advance HE on digital leadership, which will be published in a couple of weeks. It was based around the concept of the digital lens.

A strategic digital lens allows universities to better understand how digital and technology can enable them to achieve their core strategic priorities. It can help inform staff how they will use digital in their work to meet the institutional priorities.

I blogged a few years ago on the evolution of this concept within my work in Jisc.

magnifying glass
Image by Angelo Giordano from Pixabay

Lawrie published a blog post, Stop normalising pandemic practices! There are some out there who think that what we are doing is what we want to do when the pandemic ends. However Lawrie reflected “I do want people to remember that pandemic technology practices don’t have to be everyday practices when we are out of this.”

What we are doing now is not normal and I don’t think we will be going back to what we had before.

We are reviewing the concept of the Technical Career Pathway within Jisc, I worked on the Learning Technologist pathway, but we’ve had little take up, but I think one key factor has been we don’t really employ dedicated learning technologists. I had a meeting this week to review on what we might need to do in the future.

Photo by Chris Montgomery on Unsplash

We have been reviewing Data Matters 2021, which was a charged for online event. Some individuals  have been challenging the concept of charging for online events, but would be happy to pay for an in-person event. Despite being online there are costs in organising and running online events. Having said that do we need to have events, could we achieve the same impact via different channels or medium? There are other online channels that could be used instead of an online event using a dedicated platform. An online event which is mainly about the transmission of content, probably shouldn’t exist, just use a YouTube channel! My experiences of the Jisc e-Learning Conferences back in the late 2000s was that these events could be (and were) highly engaging and interactive. There was conversations and discussions, as well as presentations. These events were value for money and people, though questioned the fee, did feel they were value for money. People don’t always value free events.

Had a fair few meetings with universities this week talking about blended learning, digital strategy and embedding digital practice across an organisation.

My top tweet this week was this one.

Done a ton of these now… – Weeknote #100 – 29th January 2021

Pile of papers
Image by athree23 from Pixabay

So I have made it to a hundred weeknotes. Wasn’t sure if I could keep it up and some are better and more informative than others. The lockdown has resulted in them being less of a travelogue. Sometimes when writing them I would realise that what I was writing would be better as a blog post. They certainly are for me, the stats on them are quite low and there are many more popular posts on the blog.

iPad
Image by Photo Mix from Pixabay

Tuesday and Wednesday was Data Matters 2021, an online version of a conference which I did actually start planning back in 2019. The Data Matters event was going to be held in May 2020 in central London. However, no surprise that we decided to cancel the event. We did consider running it online, however due to the timing, the pressure that our prospective audience was under and translating an in-person conference to an online event quickly, we decided that we would reschedule the event to January 2021. We did think by July that we might even be able to hold the event in-person, but the realities of the world hit back. So the decision was made to still hold the conference in January 2021, but build it as a holding event and run it online. The existing theme was very much about putting in the (data) foundations to deliver the vision of Education 4.0 that Jisc was promoting. We could have run with that theme again, but the landscape had changed so much that we created a new more general theme on the uncertain future. I attended a lot of the sessions and did the final closing statement as well. It was well attended and as a paid for event was the first in modern Jisc as a paid virtual conference.

laptop and notebook
Image by StartupStockPhotos from Pixabay

Did some planning as well this week, haven’t planned a project for a while, but it was quite easy to get back onto the Confluence Jira bandwagon for this. I have to say I use these tools for my individual work planning, but this was the first time in ages that I was doing this for a team.

Even though all my meetings these days are online meetings I found this article by Atlassian on better meetings useful and interesting.

Running effective meetings isn’t simply a matter of doing the obvious things like sharing the agenda and starting on time. While those things are important, they’re just table stakes. The real key to running a great meeting is organizing and running them with a human touch – not like some corporate management automaton.

I posted some thoughts on meetings on my tech blog.

Image by Pexels from Pixabay
Image by Pexels from Pixabay

Though this article in The Guardian was published at the beginning of January I only saw it this week.

Fears over the impact of coronavirus are fuelling a longer-term trend towards studying nearer home.

More final-year pupils than ever before are applying to local universities so that they can study closer to home, amid concerns that the impact of the pandemic may extend into the next academic year.

This echoes one of the future visions on the hyperlocal university I wrote for Learning & Teaching Reimagined.

My top tweet this week was this one.

Fifty six million articles – Weeknote #98 – 15th January 2021

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.

writing
Image by Pexels from Pixabay

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.
comic strip

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.

My top tweet this week was this one.

Locked Down – Weeknote #97 – 8th January 2021

mask
Image by pisauikan from Pixabay

This was the first week of the third national lockdown and the week that the President of the United States attempted to subvert democracy through violence.

Well after two weeks on leave it was back to work. Due to covid restrictions and a growing number of cases I wasn’t about to head off to the office as I would have done in previous years. It was back to working from home. Two of my children were also at home, undertaking remote learning.

I didn’t anticipate too many e-mails in my inbox as virtually everyone else had been on leave for most of the two week as well, however was slightly surprised to find 95 in there.

Of course, going through them I found most of them were from mailing lists and spam, so it wasn’t long before I was down to just three.

discarded mask
Image by Roksana Helscher from Pixabay

Monday evening saw an announcement from the Prime Minister that England was going to again go into a national lockdown, there were similar announcements from the devolved administrations.

Schools and colleges were to close to all students except for children of key workers and vulnerable children.

Unlike the first lockdown where universities across the UK initially unilaterally closed their campuses and sent students home, this time, as they did in November, the Government has provided guidance to universities on what they should be doing.

Unlike in March, universities were able to continue to deliver in-person teaching for specific groups, however other students were expected to remain at home.

Those students who are undertaking training and study for the following courses should return to face to face learning as planned and be tested twice, upon arrival or self-isolate for ten days:

  • Medicine & dentistry
  • Subjects allied to medicine/health
  • Veterinary science
  • Education (initial teacher training)
  • Socialwork
  • Courses which require Professional, Statutory and Regulatory Body (PSRB) assessments and or mandatory activity which is scheduled for January and which cannot be rescheduled (your university will notify you if this applies to you).

Students who do not study these courses should remain where they are wherever possible, and start their term online, as facilitated by their university until at least Mid-February. This includes students on other practical courses not on the list above.

We have previously published ​guidance to universities and students on how students can return safely to higher education in the spring term​. This guidance sets out how we will support higher education providers to enable students that need to return to do so as safely as possible following the winter break.

If you live at university, you should not move back and forward between your permanent home and student home during term time.

For those students who are eligible for face to face teaching, you can meet in groups of more than your household as part of your formal education or training, where necessary. Students should expect to follow the guidance and restrictions. You should socially distance from anyone you do not live with wherever possible.

Some universities went further, UCL told their students not to return to campus, whilst the LSE said all compulsory teaching would move online.

video chat
Photo by Dylan Ferreira on Unsplash

The news was full of stories about lack of laptops and connectivity this week, but I do think the issue is wider than that. My household has digital privilege, we have a 1Gb/s fibre connection and both my school age children have devices to access online learning.

However we did have an issue this week with a 300MB presentation uploaded to Google Classroom. We were unable to download the file (as that was restricted), we couldn’t preview the file (as it was too big) and Google Slides couldn’t open it.

We struggled, I did think that a student on a 3G connection with a bandwidth limit would also struggle with accessing the file.

Is the solution providing devices and bandwidth? Well in this case no the design here was a problem. Maybe we need to start thinking about low bandwidth and asynchronous curriculum design, which puts the learner first.

Did a lot of thinking about digital poverty this week, but I think that my colleague Lawrie sums it up best with this tweet.

microphone
Image by goranmx from Pixabay

In the same week that universities were defending the fees being charged for delivering their courses online, I had an e-mail from one university stating that they did not think they should pay for an online conference, though they would pay to attend a physical conference. There is something here about recognising the value of something despite the platform (physical or virtual) that it is being delivered on.

I had a blog post published on the Jisc website this week on data.

One thing that has become more apparent this year is the importance of data in supporting both student and staff experiences. However, sometimes making wish lists for the future is the easy part; what is often harder is figuring out that vision and the steps required to get there.

clouds
Image by Dimitris Vetsikas from Pixabay

Prior to the pandemic, one of the key challenges that higher education was thinking about was the climate emergency and how they could reduce greenhouse gas emissions, and move to a carbon net zero position. Despite the pandemic this is still an issue and I was involved in a meeting where we discussed some of the challenges and issues and potential solutions. What is different now is that the pandemic and the lockdown has changed the thinking of many higher education institutions about the design of their campuses and their curriculum.

The third lockdown has got many institutions thinking about their curriculum design, also what they need to do to embed practice for the future. How do we move from models of translation to ones that are transformative.

My top tweet this week was this one.

Locked down again

discarded mask
Image by Roksana Helscher from Pixabay

Monday evening saw an announcement from the Prime Minister that England was going to again go into a national lockdown, there were similar announcements from the devolved administrations.

Schools and colleges were to close to all students except for children of key workers and vulnerable children.

Unlike the first lockdown where universities across the UK initially unilaterally closed their campuses and sent students home, this time, as they did in November, the Government has provided guidance to universities on what they should be doing.

Unlike in March, in November universities were able to continue to deliver in-person teaching for specific groups.

This time however, though some students are able to return for in-person face to face teaching, other students were expected to remain at home.

Those students who are undertaking training and study for the following courses should return to face to face learning as planned and be tested twice, upon arrival or self-isolate for ten days:

        • Medicine & dentistry
        • Subjects allied to medicine/health
        • Veterinary science
        • Education (initial teacher training)
        • Socialwork
        • Courses which require Professional, Statutory and Regulatory Body (PSRB) assessments and or mandatory activity which is scheduled for January and which cannot be rescheduled (your university will notify you if this applies to you).

Students who do not study these courses should remain where they are wherever possible, and start their term online, as facilitated by their university until at least Mid-February. This includes students on other practical courses not on the list above.

We have previously published ​guidance to universities and students on how students can return safely to higher education in the spring term​. This guidance sets out how we will support higher education providers to enable students that need to return to do so as safely as possible following the winter break.

If you live at university, you should not move back and forward between your permanent home and student home during term time.

For those students who are eligible for face to face teaching, you can meet in groups of more than your household as part of your formal education or training, where necessary. Students should expect to follow the guidance and restrictions. You should socially distance from anyone you do not live with wherever possible.

This third national lockdown isn’t entirely unexpected with the increase in case numbers and hospital admissions, however it does mean that universities will need to move to a remote teaching model as they did back in March.

girl with mask
Photo by Thomas de LUZE on Unsplash

Will it be easier this time around?

As there was a phased return of students to campus, I suspect a lot of universities will have had their plans in place already. A few extra weeks will need to be added, but there is time (and hopefully the experience) to quickly switch from in-person to online. Staff will have the necessary technical skills now, gained through hard experience the first time Some staff will need to be on campus for in-person teaching and that creates new challenges as well.

I do think,  will they have adjusted their models of delivery to avoid just translating their curriculum, and will ensure that the curriculum takes advantage of the affordances of online delivery. Hopefully discussions would have taken place about what worked well last time and what needed to be improved. Students may also be in a better place, less of a shock this time. There are still issues with digital poverty, do all the students have the right devices and connectivity to learn online>

As with the first lockdown, this isn’t about switching some of the course online, as everything has to be delivered online, no blended learning here for most students. No doing what works well online and doing other parts of the course in-person. In addition we have the stress and pressures of a lockdown as well with social distancing, self-isolation, increased risk of infection from the variant virus, as well as home schooling and a stay at home policy.

Photo by Chris Montgomery on Unsplash

In the first lockdown one of the things I noticed as the education sector moved rapidly to remote delivery was the different models that people used. However what we did see was many people were translating their usual practice to an online version. As part of my work in looking at the challenges in delivering teaching remotely during this crisis period I had been reflecting on how teaching staff can translate their existing practice into new models of delivery that could result in better learning, but also have less of detrimental impact on staff an students. So I decided to write a series of blog posts about translating existing teaching practices into online models of delivery, which proved useful and popular with people.

See the list of blog posts on transforming and translation.

Strewth, that’s early – Weeknote #93 – 11th December 2020

clock
Image by Monoar Rahman Rony from Pixabay

I had a meeting at 6pm, well 6pm in Australia, for me it was a 7am meeting on Monday morning, which though sounds horrendous, I am normally up at that time making packed lunches for my children. I was up a bit earlier so I could get those done before attending the meeting. It was bringing together colleagues from UK universities and Australian universities to compare and share about how they responded to the pandemic, but also wrapping it with what we had learnt from Learning and Teaching Reimagined. I was more of an observer in this meeting, making notes and seeking insights. One of the key insights for me was how some institutions which were set up for online learning still struggled in the lockdown and the early stages of the pandemic. It reinforces the view that the lockdown caused an emergency response to remote teaching and was not about planned online learning. The issues that arose were around staffing, who were now working remotely, as well as similar issues to in-person universities with assessment, as well as planned residentials.

Later that day we discussed the meeting and also other ways of working internationally with Learning and Teaching Reimagined.

BBC published a guide for students on how to survive online uni.

Read The Zoom Gaze by Autumn Caines.

Since the pandemic began, the seemingly mundane protocols of Zoom have become a significant part of many people’s daily lives: finding the right link, setting up the peripherals, managing the glitches and slippages in this supposedly “synchronous” form of communication. At first, of course, video conferencing was a godsend — a way that things could continue to go on with some semblance of normal. But it quickly became clear that video conferencing is not simply a substitute for face-to-face encounters. It incurs effects of its own.

This post was also discussed at the end of the week at Lawrie and Paul’s EdTech Coffee session.

I have noticed elsewhere that much of the discussion about Zoom is about how you need to do about your Zoom (or Teams) calls, maintaining eye contact, etc…

It did occur to me that actually the issue is less about how you appear on Zoom, but more about how you view others on Zoom. We need to remember that, with the diversity of setups, and even the simple fact that most people will be looking at the Zoom window and not the camera, that means virtually everyone will look distracted. I have been conscious about this, pretty much since the beginning of the pandemic (and well before) so I don’t worry about what others are doing on their cameras, whether they are on or off. Let’s focus on the important things, the reasons why we are having a Zoom call and less about bookcases and looking into cameras.

Spent much of the week on the reimagining of the HE strategy. We are ensuring that the lessons from  Learning and Teaching Reimagined inform the strategy and they are aligned.

I have been having a few meetings with our content colleagues in Jisc about their work on content for teaching and learning. We know that content isn’t teaching, however it can be an important aspect of learning and teaching.

Had an operational meeting about Data Matters, the content programme is complete, now we need to get people to sign up to the event.

Good news was that the mass testing of students has shown very few cases.

My top tweet this week was this one.

Returning – Weeknote #92 – 4th December 2020

lecture theatre
Image by Michal Jarmoluk from Pixabay

I have been thinking about the use of space for teaching and learning once we move beyond Covid-19. There are similar discussions thinking about the future of the office. I found this Wired article interesting – The Covid-19 vaccines will usher the dawn of the true hybrid office.

The promising vaccine news is making bosses think about the return to work. But when it does happen, the office won’t ever be the same again.

I had a good discussion on Tuesday about the future university campus. I have worked on an intelligent campus project in the past, back then we had a vision. However the current landscape has changed and will continue to change. This has implications for campus planning and usage.

Wednesday saw the publication by the Government of guidance for universities on students returning in the spring.

I did read this article from Wonkhe responding to  – DfE publishes staggering advice for universities on students return in 2021. Jim Dickinson and David Kernohan unpick the implications.

Thursday I was on leave…

Friday was a full day of meetings and events. I actually have very few days where I spend most of the day in Zoom and Teams meetings, but today I had nearly six hours of online meetings. The key for me was to move away from the computer when I can.

My top tweet this week was this one.

Note that the original NY Post tweet this was referring to has now been deleted. It talked about the UK Christmas covid-19 planning with a picture of Paris.

However someone managed to get a screengrab before it was deleted.

Going home for Christmas – Weeknote #91 – 27th November 2020

A lot of news over the weekend on grade inflation. I was at an event last November where this was discussed and there was some despair about the issue, on one hand everyone is expecting the quality of teaching to be better, but at the same time they don’t want students to get better grades.

I spent a fair amount of time writing some proposals this week.

We’ve also been working on where Jisc goes next with Learning and teaching reimagined following the publication of the most recent report.

This report is the result of a five-month higher education initiative to understand the response to COVID-19 and explore the future of digital learning and teaching.

As the directorate I am now in is responsible for moving things forward, the key issue is how we move from a series of challenges and recommendations to a plan for change and transformation. We have a vision, we know where we are, it’s less about where we want to be, much more about how do we get there, what do we need to do to make it happen.

walking home
Image by 춘성 강 from Pixabay

So what’s going to be happening at Christmas as students flock home for Christmas? Continue reading Going home for Christmas – Weeknote #91 – 27th November 2020

I WON THE ELECTION – Weeknote #90 – 20th November 2020

Official sources called this election differently

The US election continues to dominate Twitter though seeing less of it on the mainstream news. Saw a number of people on Twitter claiming to have won the election!

Five years ago this week myself and Lawrie were delivering the second residential of the pilot for the Jisc Digital Leaders Programme at the Holland House Hotel in the heart of Bristol. We had spent four days delivering that week. We also had some great cakes and pastries.

Even the coffee was nice. We learnt a lot from the process and spent the next few months iterating the programme, dropping and adding stuff based on the feedback we had from the pilot delegates.

Less than a year later we delivered the programme to paying delegates in Loughborough, again we reviewed what we did and adapted the programme again, before delivering to groups in Manchester, Belfast and Leicester.

Continue reading I WON THE ELECTION – Weeknote #90 – 20th November 2020