Made my first visit to a cinema at the weekend, which was nice, I went to see The Empire Strikes Back which was amazing to see on the big screen, I never saw this at the cinema in 1980, so it was nice to see it where it was meant to be seen.
But what will the university experience be like for “freshers” at what should be one of the most exciting times of their lives? Swansea University said plans to keep students safe include “bubbles” among flatmates, which means a ban on parties or having people over to stay.
The student experience this year will not be like it was last year. I still think one of the challenges will be the potential chance of a second wave of infection and another full lockdown, but the more likely challenge will be a local lockdown. Universities will need to plan for that kind of eventuality, these local lockdowns are likely to be weeks rather than months. Will courses have the flexibility to be able to respond and change as the local situation changes? That kind of planning is challenging enough with the added challenge of planning a curriculum that needs to take the requirements of preventing the spread of the coronavirus through bubbles and social distancing. As discussed before the real challenge is the uncertainty out there.
The next online session within learning and teaching reimagined will explore how you can encourage digital innovation across the learning and teaching spectrum, providing the opportunity to share examples of good and emerging practice in facilitating, developing and mainstreaming digital innovation.
Share and discuss thoughts and ideas on practical steps to encourage innovation in learning and teaching through the use of digital technologies and share exemplars of what has been working within the institutional environment.
I published another blog post in my translation series, this time on community and the challenges in translating the process of community building amongst student cohorts that usually occurs when they start a course, which may not happen if part or substantial parts of a course are delivered online. Back in March I wrote a blog post on building communities.
I wrote a short piece for our media team on approaches to blended learning.
I was on leave on Thursday, though I didn’t miss the huge uproar about the A Level results.
There is anger among schools, colleges and students, after nearly 40% of A-level grades awarded on Thursday were lower than teachers’ predictions.
How did France grade its Covid-19 impacted students? They took the average of first and second term marks, always rounding “up” and creating 10 000 extra university places. No negative algorithms were used.
The BBC published a couple of pieces this week about how university could be for new students this year.
With A-levels results day out of the way, students across the UK will have a better idea of their future plans. But what will the university experience be like for “freshers” at what should be one of the most exciting times of their lives? Swansea University said plans to keep students safe include “bubbles” among flatmates, which means a ban on parties or having people over to stay.
There are 137 universities in the UK, and 89 out of 92 of those which replied to a Universities UK survey will provide some in-person teaching next term. This will be part of a “blended approach” to teaching and learning, with many universities announcing that lectures will be given online.
At the weekend we went to the Harry Potter Studio Tour. The first time I went to the Warner Brothers Harry Potter Studio Tour was in 2015, just after they had added the Hogwarts Express and Kings Cross set to the tour. We made a return visit, mainly to see how different it was dressed for Christmas and with snow. Last time we were in the foyer waiting to go in, suspended from the ceiling was the magical flying Ford Anglia. This time there was a dragon!
The week started off in London for my Jisc Senior TEL Group meeting. This is an invited meeting in which we discuss various issues and technologies relating to teaching and learning. We had an informative discussion in the morning on curriculum analytics, what it is, what it isn’t, what it could be used for and some of the serious and challenges in analysing the curriculum. In the afternoon we were discussing some of the challenges relating to Education 4.0 and what the potential issues are in relation to preparing for the future that may be Education 4.0. Continue reading Netflixisation, is that even a word? – Weeknote #40 – 6th December 2019→
We often forget that sometimes people don’t like innovation and innovation doesn’t automatically always mean better. Actually most of the time innovation for a lot of people is rarely better. Sometimes its worse than what was before, most of the time it’s just different.
Innovation is defined as new or different, but it isn’t defined as been better that was there was before.
The branch of Sainsbury had removed all their tills and allowed shoppers to scan their goods with their phones and pay for them through the app. Removing the tills allowed them to have a wider range of goods on display.
The challenge was that a lot of people were going to to the help desk to pay for their goods as they didn’t want to, or couldn’t use the app. The result was long queues.
I suspect some people when they popped into to get some food and stuff didn’t realise that the only way to pay was though an app and assumed despite the posters that they could pay through a traditional checkout (or even one of the self-scan checkouts). When they couldn’t find one they went to the helpdesk. Not everyone wants to install an app either.
I think it also reflects that people like to have a choice. When we go “digital by default” we forget that this doesn’t mean “digital only” it means that the primary choice for people will be digital, but that other choices (analogue) should also be available.
This has implications for universities and colleges who are in the process of moving services to digital, whether that be self-service kiosks, chatbots, or using digital assistants like Alexa.
If 20% of the population don’t use the internet (as reported in this article) how is this reflected in the students who go to university? How many of them don’t use the internet, or have made the choice not to engage with internet services or apps. Some may not even have the devices required for access.
Then we need to be aware that not all of our potential users will want to use the internet, let alone use an app. They may not want to use a kiosk or ask Alexa.
Digital by default means making the first option digital, but there needs to be a second option, one that may require the use of people to deliver the service.
I am also reminded of this blog post by Lawrie Phipps The Darker side of Digital. Lawrie describes some of the darker aspects of digital by default. In the BBC article I link to, it means people were annoyed when doing their shopping. Lawrie points out how moving a service to digital only can be harmful to people’s welfare and their physical or mental health.
He quotes from an UN report on poverty in the UK.
“One wonders why some of the most vulnerable and those with poor digital literacy had to go first in what amounts to a nationwide digital experiment.”
When creating digital services, we need to remember that we are trying to enhance and increase access. This also means that we shouldn’t be constraining or reducing access.
Over the years I have spent a lot of time working with teachers helping them to embed digital technologies into their practice. I have also collaborated with colleges and universities and seen the strategies they use to embed digital. In an earlier post I described my journey and the approaches I have used for support and strategy. In this series of articles I am going to look at the process that many teachers use for teaching and learning and describe tools, services, but also importantly the organisational approach that can be used to embed the use of those tools into practice.
One of the challenges of embedding digital tech into teaching and learning is making the assumption that teachers are confident in their use of technology. Gaining that confidence is not easy and often isn’t helped if they have previously used technology and it didn’t work. There have been many times I have heard teachers say that they don’t like using technology as the last time they used it and it didn’t work. They lack the confidence in the tools to work.
The way I used to approach that was by asking what they did when it snowed and the building was closed, the campus had failed to work. Someone had used a permanent marker on the whiteboard, it was unusable. There was a room change and we had to move the students, from a seminar room to a lecture theatre. In all these physical scenarios, a good teacher has the confidence to adjust and adapt what they are going to do. With a snow closure, the scheme of work needs to be adapted to allow the learners to catch up. Losing the whiteboard doesn’t mean the lesson has failed, maybe a different medium, such as paper, could be used. Again a confident teacher can adapt what they are going to do. They are also very likely to use the whiteboard again, once it has been cleaned. Similar story with the room change, adapt the activity for the learners.
I have found that often with technology, that with teachers lacking confidence, this means going into a session with a limited idea of how that technology can be used. If it doen’t work as expected, then it is seen as failure.
Having the confidence to easily adapt and use tools effectively, usually comes with experience, but I also believe that there is more to it than that. Gaining that confidence isn’t easy and often requires a paradigm shift in approaches to using technology and the digital tools and services available. Just because a member of staff has been given the training in how to use the tool or service, it doesn’t mean they confidently know how best to use that tool or service to enhance teaching and learning, and for what function or process of the learning activity the tool would support or enhance.
Confidence usually comes from experimentation, trial and error and practice. It can be difficult to create a culture where experimentation and innovation is expected, encouraged and applauded. A culture where failure is seen as part of the learning process and is also part of the process of innovation.
So what strategies do you use to build digital confidence?
We know that change isn’t easy, if it was then all we would need to do would be buy a book on the subject and just do it.
When it comes to the embedding of digital technologies into teaching, learning and assessment I have spent over twenty years undertaking this kind of activity at a range of organisations and across different levels.
Going back to when I was a Business Studies and Economics teacher at what was then Brunel College (now City of Bristol College) I kind of fell into the use of technology to support teaching and learning. I was an ILT (or TEL) Champion before even the phrase existed. Going back a little further I was never the kind of techno geek or computer nerd many of my peers appear to be when comparing histories. I didn’t do Computer Science at school. I didn’t own a computer, I didn’t have a BBC Micro, nor the Commodore 64, ZX Spectrum or anything like that. I did have a bike though!
At University in the late 1980s we had a VAX system and it was really that kind of got me interested in technology, but it was as a tool to solve problems. I discovered I could use this thing called electronic mail to send letters to a friend at another university instead of using the post! This was quite illuminating, until I got flamed by the administrator at the other university, for not using the correct format for my e-mail… Most of the time however the use of the computers was in many ways pointless as my examinations required me to hand write essays, so why would I use a word processor, having said that I did get introduced to Word Perfect 4.2 and did think that this was better than a typewriter.
After university on a business enterprise course I was introduced to spreadsheets that I used for creating balance sheets and cashflow forecasts. For me that was probably the eye opener that got me into technology, more so than anything I had seen before, well does that make me a boring person?
By the time I was working at City of Bristol College I was using my own PC at home to create presentations, photocopying onto clear acetates as initially we didn’t have a digital projector, and we were still using OHPs. When the college did buy a projector (we had one for the whole college) it was a real effort to use it, it was the size of a small suitcase and we also had to lug the screen around as well. Due to lack of processing power, I would often bring in my own PC box, as the laptop couldn’t cope with the strain of my presentations. My PC also had a Matrox Rainbow Runner video card which I used to show full screen video. There was no internet and certainly no wireless network. My what we take for granted today, looks at his phone which can stream HD and 4K video to a projector using 4G connectivity, things do change. Things did improve and we started to see more technology in classrooms.
One outcome from all this was that as I was seen as something of an innovator in this area I was asked to support and train staff, not just from my faculty, but also other areas of the college. One clear memory of this was the impact, often I would train individuals who would then go off and do their own thing (or not). Sometimes I would train all the staff in a faculty and this is where I would often see not only the most resistance, but also the biggest impact. Where a faculty set expectations about how technology would be used, you would see the greatest impact. One faculty I taught how to use Powerpoint to (probably badly) many of the staff were quit resistant or complained they couldn’t do this technology thing, there weren’t enough PCs, not all classrooms had PCs and projectors, and so on… remember this was 1998 or 1999. The head of faculty though had made it clear that not only were all staff to do the training, and create presentation materials, but that all the presentations would be stored and shared centrally. No presentations stored on floppy disks (we didn’t have USB sticks back then) being used by individuals only.
What was a transformative moment for me was the understanding that showcasing, cascading and piloting really didn’t have the transformative impact that senior managers hoped for. Generally the main impact was that enthusiasts would become more enthusiastic and those more reluctant, would either not do anything, or just pay lip service to any initiative. What really caused institutional change was effective strategy and leadership and clarity about what was going to be done, what was expected from staff and what they needed to do and by when.
This did stick with me over the years I moved into positions where my role was to embed technology into teaching and learning. Though I often used the cascade model for staff development, but knew that this was not the ideal model for systemic holistic change across an organisation. It worked well on some individuals, but it was not transformative.
In a similar vein the use of other people’s research and running pilots was interesting and useful, but did not result in institutional change, it could inform other activities, but the idea that the best way for mainstream transformation was to run a pilot was something that I found never worked and never had the impact that others thought it would.
What I really tried to do was transform the entire institution. I would use tools such as cheeses and models, but one key aspect was culture change. Changing the culture was often about hearts and minds, but also challenging the myths and misconceptions about technology and using learning technology with learners. I would use pilots and research to inform this process.
I also knew that if something didn’t work, then to try again, but this time do it differently. Don’t keep trying to do the same thing again and again.
I know that this isn’t easy, if it was easy then we would all have done it!
One thing that came out of this was the understanding that we often make assumptions about staff capabilities and their ability to know how to embed technology and the potential of what technology can do. Just because a member of staff can has been given the training in how to use the tool or service, it doesn’t mean they know how best to use that tool or service to enhance teaching and learning, and for what function or process of the learning activity the tool would support or enhance.
This is the presentation I delivered at the RSC Wales Encouraging Innovation Conference.
Change is all around us and the modern teacher needs to be adaptable, innovative and willing to take a risk. Flipped classrooms, MOOCs, wearable technology, cloud computing, mobile, tablets, 4G, internet TVs, social learning, learning analytics, game based learning, augmented reality and e-books are all been used now or are just on the horizon. Change is all around us and the modern teacher needs to be adaptable, innovative and willing to take risks. The rate of technological change appears to be getting faster. Can our existing cultures allow us to take advantage of the potential of emerging technologies? Or do we need to change the way we change?
The focus of my presentation was that change is constant, we’ve always had change and that dealing with change is more of a cultural issue than a technical one. Change can be an opportunity and can be exciting, as well as being challenging and daunting for some.
XPERT (Xerte Public E-learning ReposiTory) project is a JISC funded rapid innovation project (summer 2009) to explore the potential of delivering and supporting a distributed repository of e-learning resources created and seamlessly published through the open source e-learning development tool called Xerte Online Toolkits. The aim of XPERT is to progress the vision of a distributed architecture of e-learning resources for sharing and re-use.