Tag Archives: lawrie phipps

jisc, podcast

Podcast on Leadership #jiscdiglead

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Over the last three years I have been developing and delivering the Jisc Digital Leaders Programme, part of a wider team including Lawrie Phipps and Donna Lanclos.

Those two were recently interviewed by Chris Rowell, though the focus of the podcast was supposed to be about a chapter of a book that Lawrie and Donna had written, in the end the podcast was mainly about the leaders programme.

DELcast #4 Interview with Lawrie Phipps & Donna Lanclos about Digital Leadership and Social Media

DELcast #4 Interview with Lawrie Phipps & Donna Lanclos about Digital Leadership and Social Media – @Lawrie @DonnaLanclos @JISC

I really enjoyed listening to these two talk about the Jisc Digital Leaders Programme. The conversation reminded me how much the programme has changed since the initial pilots back in 2015, and what improvements and changes we have made to the programme.

Well worth a listen.

altc2017, conference, flickr, ipad, keynote, twitter, vle

Drawing at #altc

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CB_ALT_WED_38 https://flic.kr/p/XRVcwY CC BY-NC 2.0
CB_ALT_WED_38 https://flic.kr/p/XRVcwY CC BY-NC 2.0

I spent the last week at the ALT Conference in Liverpool where I listened and participated in a range of sessions on learning technologies. As I did the previous year I did manage to make some sketch notes of the keynotes and some of the sessions. I was using the iPad pro, Paper by 53 and an Apple Pencil.

My sketch notes are really for me, rather than other people. The process of sketching allows my to digest for myself what is been talked about and demonstrated. The sketch note provides me with a mechanism that provides a process for my interpretation of what is being said and what I understand from the talk. The process of sketching engages me in the talk in ways in which note taking does for others, or conversing on the Twitter. They are not done for other people, if other people find them useful then that’s just a bonus. Having said that I do share them online, through Twitter (and Flickr).

Quite a few people came up to me to ask what I was doing, what app I was using and if I was sharing them. I had similar questions on Twitter as well.

Continue reading Drawing at #altc →

altc2016, jisc

Introducing James Clay and Lawrie Phipps #altc

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train

This year I am attending ALT-C 2016 in Warwick and along with my colleague Lawrie Phipps will be running a workshop on the Wednesday looking at digital capabilities and organisational mapping.

Digital technologies are driving some significant changes in the world of work, and are deeply implicated in others.

Effective use of digital technology by college staff is vital in providing a compelling student experience and in realising a good return on investment in digital technology. To help managers and individuals understand what is needed, Jisc have published a digital capability framework which describes the skills needed by staff in a wide range of teaching, administrative and professional roles to thrive in a digital environment.

What does it mean to be digitally capable? Not just for an individual, but from an organisational perspective. How will you lead using the plethora of digital tools and channels available to you?

The Jisc building digital capability project has been addressing these issues for institutional leaders, for those on the front line of teaching and research, and those who support them. Universities and colleges across the UK have been participating in the pilots for the Jisc Building digital capability project This workshop will bring those experiences to the participants.

A person’s capabilities (what they can do) are no longer attested to simply by their certificates and grades. Digital devices and systems have the capacity to: record learning, achievement, and evidence of practice e.g. using digital video; capture data related to learning and achievement e.g. from learning records, learning environments; organise the evidence e.g. using tags, file structures, structured e-portfolios; showcase learning, achievement and evidence of practice e.g. using a blog/vlog, eportfolio, personal web page. We can use mapping to explore a person’s or an institution’s digital capabilities.

Collaboration between academics, TEL teams, professional services, business support and learner support is critical in ensuring an organisation can build digital capability across the institution and help provide a compelling student experience.

This workshop will ask and provide responses to the following questions, through an individual and group mapping exercise.

  • How do you build digital capability?
  • How do you ensure collaboration across the institution to build a breadth of capability to make more effective use of technology?
  • Why is collaboration essential?
  • What is the role of leadership in building capability?
  • Who within an institution needs to be involved?

The Visitors and Residents mapping exercise in the main covers digital communication, collaboration and participation. We then started to think about how we could use a similar concept to map teaching practice and curriculum design. This lead onto thinking about mapping the “learning” of our learners. Where are they learning, is that learning scheduled and formalised? Is that learning ad-hoc? Is it individual, group, collaborative? So the next stage was to map this in a similar manner to the Visitor and Residents. This is the approach that will be used in the workshop.

Structure of the session

15 mins Introduction to what we understand by digital capability and how we can use mapping to explore organisational capability

15 minutes Individuals will map their own institutional contexts in relation to teaching and learning and assessment

10 mins reflection on their maps and the maps created by others in the room. What maps are interesting and what patterns and similarities are their across the maps.

10 mins in groups exploring how collaboration across an organisation could help them to move and inflate/deflate areas on their maps to create an institution where technology supports teaching, learning and assessment more effectively.

10 minutes summary discussion and what next steps individuals and organisations could take and how could they encourage collaboration.

Mapping is an useful exercise to think about practice and though any such map may not be accurate or complete, it does allow you to consider and think about actions and training required to change behaviours or how spaces and tools are used.

Biographies

Lawrie Phipps and I are often invited to give these sorts of sessions on a more regular basis than other speakers that may or may not be at ALT-C.  We thought these biographies might give people a sense of who we might be.

Lawrie Phipps

Lawrie, the son of a politician[1] was destined for business but instead got into the business of souls, preaching to congregations across the southern US[2], also known as “Milk” is a keen follower of the arts and regular helps to organise and attend art and music festivals[3].

Lawrie resurrected the Arapahoe Hunt Club, a prestigious group of horsebacked hunters who, aided by a band of eager foxhounds, pursued coyote as opposed to the English tradition of foxes[4].

A keen naturalist, Lawrie has appeared in several natural history documentaries and BBC Countryfile.

Lawrie managed to beat a north sea cod into second place.[5]

Lawrie is from Dudley.

James Clay

Unknown to most people, James Clay frequently goes by the nickname “Scoot” in his personal life.[6]

James is an expert on the game of whist,  according to the Westminster papers: a monthly journal of chess, whist, games of skill and the drama Clay had been “the acknowledged head of the Whist world” for the last thirty years, spending much of his time and attention on whist and piquet.He became chairman of a committee for settling the laws of whist.[7]

Having been elected MP for Hull[8], he held the seat for six years, when he was unseated after a bribery inquiry. He regained the seat four years later at the by-election and held the seat for another sixteen years.[9]

In the 1980s, Lindeboom became the very first beer James Clay imported after an unlikely introduction to the beer by a local Dutch builder. “It became a cult beer in the local area and we used to keep at least 10 cases in a walk in fridge at the pub for take outs on a Saturday night!”[10]

In 1988 James Clay gained a world record for the world’s largest greetings card. It was nineteen feet high and was sent to BBC’s Children in Need and was shown live on TV.[11]

Using the stage name, Jim Clay, he was a production designer on many famous films including Captain Correlli’s Mandolin, Love Actually and Children of Men.[12]

In 2004, James released an album of music.[13] Though as one of the reviews reads, “Sadly James gave up the music life to pursue playing rock music in local bars.”

James Clay is the 79th ranked of 480 active US West Amateur Middleweights.[14]

In 2011, James Clay has a small part in the film My Week with Marilyn and was later to appear in Financial Crisis in 2016.[15]

James Clay once managed to get funding to go to a conference in Dudley.

podcast

e-Learning Stuff Podcast #090: Location Independence Day

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Lawrie

We explore what is Location Independent Working and the issues and challenges that surround this issue.

With James Clay, Donna Lanclos and Lawrie Phipps.

This is the 90th e-Learning Stuff Podcast, Location Independence Day.

Download the podcast

Shownotes

The blog post discussed in the podcast: Something, not somewhere, and increasingly somewhen

Update: Since publishing the podcast, Shelia MacNeill has written a blog post in response it.

Notes: We’re using a different hosting service for the podcast, so we don’t have the old embedded player. We still need to add it to the podcast feed, so not yet available in iTunes or through the podcast feed. We have now embedded the podcast and added it to the podcast feed, so will be available in iTunes.

coffee, twitter

No, I am rubbish at Twitter

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Train

Last Wednesday it was pouring with rain and I was travelling to work. I don’t usually do this (even if you think I do do this) I posted a couple of old school Twitter status updates.

and then this one reflecting on the fact I didn’t catch a bus…

So I have to say I did smile when later that day I read Kerry Pinny’s post on why she thinks she is rubbish at Twitter and she said

I follow a number of people who tweet regularly sometimes about the most mundane topics like drinking coffee or the weather.

Her post did make me think and reflect on how I and others use Twitter.

Going over my tweets from those early heady days of the Twitter when I started back in 2007 my use was very much “rubbish” and lightweight. There were no hashtags and I appeared to tweet lots about coffee. I know why I did that back then there was very little idea on how the Twitter could be used. So in order to make the most of it I disciplined myself to try and tweet at least once or twice a day. I did that with other service such as uploading photographs to Flickr and recording Audioboos. Usually I would be working, have a break, make some coffee, sit back down and think to myself I must use that Twitter. What am I doing , oh yes having a coffee.

Back in 2009 there were many more people using Twitter. What was happening was that lots of people were publishing blog posts on how to use Twitter in a professional context and there was a right and wrong way to use Twitter so I wrote this blog post: Ten things people say about using Twitter, but really they shouldn’t.

One of the things that does annoy me about Twitter is the way in which people like to dictate to you how it should be used and how you should use it.

I still stand by most of what I wrote back then. Don’t tell people how they should use Twitter, let them know how you use Twitter and why.

As time went by I found Twitter useful in conferences, remember Twitter walls for those who didn’t do Twitter? As I started to deliver workshops and keynotes I found Twitter really useful for making and maintaining contacts and networks.

Twitter became an important source of news and links.

I now use Twitter for lots of reasons. I don’t just use it for my professional life I also use it for other stuff, sometimes serious, occasionally funny and usually tedious and rubbish stuff.

Yes I post links to my stuff, other people’s stuff and stuff in the news. Yes I post about conferences and contribute to tweetchats, I even ran one once.

I also post photos of my coffee and my lunch. I post photos of trains and boats.

I post mundane comments about the weather and the fact that I haven’t locked front door.

An important part of Twitter for me are the conversations.

I remember once someone saying they didn’t use the Twitter because it was just people posting what they had for their breakfast. I never saw that, so decided that every Sunday or so I would post what j had for my breakfast with the hashtag #thisiswhattwitterwascreatedfor and why not.

What I found interesting about that hashtag and tweets was how many people engaged with it, and why not?

I am for all and intents and purposes rubbish at this Twitter and the 4500 people who follow me must also be rubbish at Twitter. The 50 odd people who start to follow me each month must also be rubbish at Twitter.

The main conclusion I came to was we are all rubbish on Twitter.

If you find Twitter useful for something then use it. If you find the tweets of others useful then follow them.

Useful can mean interesting, fun, silly, inspiring, informative, whatever you want it to be.

Go do Twitter and be rubbish at it.

flickr, twitter

I am not a meerkat…

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Meerkat

…and this is not an invitation…

So can you be both closed and open in social media? Is it oxymoronic to be unsocial and be on social media?

I have been writing and reading many discussions recently on the openness of social media and identity.

Lawrie in a recent post on his blog recounted a story about an adventure on a boat and the potential impact having an active social media life can have on your real life. He makes this point in his post:

There is a role for curating your online self, a conscious curation, it does not have to impact on who you are as a person, your authenticity or credibility, but we should be mindful.

What I found interesting about the story was how being somewhat open and public on the internet, there was an assumption by some in that story that those same behaviours that we find online are acceptable offline in the physical world. It made me reflect on identity both online and offline. Can we be social online and not as social offline? What do we mean by social and what norms of behaviours are acceptable and which are not.

There is a balance between what you do online and undertaking a similar approach offline. I occasionally chat with people on the Twitter, discuss presentations at conferences and re-tweet and like posts that other people make. Off the Twitter, I occasionally chat with people on the train, or in the supermarket, I may discuss presentations at conferences whilst queuing for coffee, and will applaud at appropriate moments.

Though I do talk to retail assistants and other customers in shops, or chat to people at a conference, neither of those behaviours as far as I am concerned do not mean I am your friend and you can pop around my house whenever you feel like it! In a similar vein, just because I @ you in a tweet, or heart your tweet, comment on your blog, this doesn’t mean I feel I can pop around your house for a cup of tea, or you can visit me for Sunday lunch.

Continue reading I am not a meerkat… →

learning, social networking, vle

Mapping the learning and teaching

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map

During the recent Jisc Digital Leadership Programme, we looked at mapping our use of social networking tools using the concept of Visitors and Residents. We were lucky to have the influential Donna Lanclos and Dave White supporting us.

I like how the mapping exercise makes you consider how you are using various tools and what needs to happen to change that map, how do you become more resident when using a tool such as Twitter for example. Or how do you start using a tool which is currently not on your map, such as a professional blog?

The key thing I like to remind people about when using the mapping that this is a continuum and not a distinction between two groups. Your personal VandR map is not, and should not be a static thing. The mapping changes as new tools are introduced, old ones retire and your role and behaviours change.

In my own professional life, Google+ was a major part of my map in 2014, I would have placed it covering both personal, institutional down the resident’s end of the continuum. Now in 2016 it has shrunk right down and I would say it has moved over to the visitor side of the continuum. In this case the shrinking and movement is out of my control, but what could I have done to mitigate that change? Thinking about how you use tools over time can result in using the right tools in the right contexts. We should also remember that this is not about good and bad, visitor and residents are not about good and bad behaviours, it’s about understanding where you are when online.

The mapping exercise in the main covers digital communication, collaboration and participation. I then started to think about how we could use a similar concept to map teaching practice and curriculum design. This lead onto thinking about mapping the “learning” of our learners. Where are they learning, is that learning scheduled and formalised? Is that learning ad-hoc? Is it individual, group, collaborative? So the next stage was to map this in a similar manner to the Visitor and Residents, but what axes could we use when mapping learning?

On the horizontal axis we have a spectrum from broadcast to engagement. Broadcast could be considered one way, and could be one to one, or one to many. So a formal lecture would be considered broadcast, one way to many students. If lectures have opportunities for discussion and questions, then you can see how that would move down the continuum into engagement. Likewise reading a library book in the library, is also one way, author to reader, but this is more likely to be informal with little potential for engagement.

On the vertical axis we have, well this started me to think. In some respects you could have online and offline. The problem with this feels like the focus is on the tools we use and it’s the tools as well as spaces that I want to place on the map. Also online is really a space in itself. So for me a better choice would be to consider a spectrum of formal and informal. In this instance I see formal as being planned and scheduled, whereas informal is more about flexible, responsive and a matter of personal choice. So what we get is a two axes onto which we can map different activities and behaviours.

Mapping your teaching practice

What I did next was to map a “traditional” course to the map, the type of thing I use to deliver when I was a Business Studies lecturer in the 1990s and what I experienced at University in the 1980s.

Mapping your teaching practice

The use of the library, for example, is a space which is used in the main for informal learning and relatively little engagement. Learners choose when to visit the library and makes choices about what they do there. Most of the activity is consuming content (books and journals). Now in more modern libraries we see spaces for group and collaborative working, so as a result I have extended the library into the engagement side of the continuum.

A seminar has an abundance of engagement, but is more formal. This could be a scheduled session, but this is active learning, no passive listening here.

Study groups could be both formal and informal, those organised by the teacher and those self-organised by the students. I also put in the idea that recreational areas (such as a coffee shop) could also be used for learning.

Discussion

The next map takes that same map as before but adds digital to the learning.

Mapping your teaching practice

This kind of map is the way in which many institutions digital is added to the curriculum and delivery. The lecturer starts posting links from a Twitter account. They post resources and content to the VLE for learners to use. The VLE used in the main as a repository could be seen as broadcast and informal, learners choosing when to visit the VLE and accessing resources they want or need. They may run the odd webinar or two, mainly using it to deliver an online lecture. The learners may use Facebook to discuss aspects of the course in addition the usual activity of posting pictures of cats and photographs of friends that their friends would rather they didn’t.

One issue that does arise from this kind of approach to embedding digital into teaching and learning is that the previous activities haven’t changed, it’s more of an additionality, a bolt-on to existing practices. You can start to understand why some staff don’t want to engage with digital as they see it as something extra, more work to do.

Now if we draw another map, this time almost starting afresh and rethinking (or redesigning) the entire curriculum.

Mapping your teaching practice

Someone may be using the VLE extensively for content, discussion, chat, assessment and as a result this will look very different to someone who uses the VLE merely as a place for lecture notes and presentations. When the functionality of the VLE is used more effectively, using discussion forums and chat facilities, you can see how this will be more about engagement and possibly planned (so more formal). You can see how this will change the shape of the VLE on the mapping activity and is broken down into two shapes on the map.

The library and use of the library is both expanded and in some cases formalised, putting the library at the heart of the students’ learning.

Twitter can still be used as a informal broadcast tool, but using a Facebook Group with appropriate guidance and advice, suddenly becomes more effective in supporting learners.

Webinars become online seminars, with discussion and engagement.

Notice how there are still lectures and seminars, smaller than in the previous maps, but still an useful medium for teaching and learning.

The mapping provides an insight into how the curriculum is designed and how learners interact and engage with the different spaces, tools and delivery mechanisms.

The next stage following mapping you may want to then consider how you could push or pull certain behaviours, as well as inflating or shrinking them.

What needs to happen to inflate and expand the VLE on the map? How do you push (or expand) the use of the VLE into the engagement side of the continuum? What training or guidance needs to be in place to make that happen?

How do you increase usage of the library and use it for both informal and informal learning?

What does the library need to do, to increase engagement? Is there changes they can make to how the space is used, or do they need to engage with curriculum staff to enable learners to make more effective use of the resources and staff within the library?

What does the institution need to do to informal spaces to increase learning activities taking place there? A coffee shop may have groups of learners engaging in various activities related to their course, but it may not be the best kind of environment for this to happen, there’s no wifi or power sockets for example. How could learning be encouraged in informal spaces?

byod

As well as mapping your own teaching practice, you could use the concepts to map the curriculum design for the whole course.

You could even think about the teacher mapping their practice and then the learners in a separate exercise mapping their experience. Then compare the two maps!

Mapping is an useful exercise to think about practice and though any such map may not be accurate or complete, it does allow you to consider and think about actions and training required to change behaviours or how spaces and tools are used.

Thank you Lawrie Phipps for your valued input and comments on this blog post.

altc2015, coffee, conference, jisc

Got some good coffee in the end: Reflections on ALT-C 2015 #altc

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This was an article I started to write on the train home, then I left it for a while, wrote a little more, and then a few weeks later, thought, I really ought to get this finished, so I did…

Audience

The Association of Learning Technology Conference in Manchester is the biggest conference of its kind in the UK. Over the course of three days, hundreds of delegates (in the main from HE and FE) descended onto the University of Manchester to listen, discuss, network and discover what was happening in the world of educational technology and learning technologists.

You get a real mix of attendees at the conference, as well as a large smattering of delegates from overseas, there are people employed across HE, FE and Skills. They are in a variety of departments, from dedicated IT staff, staff development as well as technology enhanced learning. They are also in a variety of roles, from learning technologists, managers, leaders.

This is the first time since 2012 (which was in the same venue) that I have attended the whole conference, I missed it in 2013 and only managed one day in 2014. It was great to meet up with old friends and meet new ones. Back in 2012 there was only a few people from FE at the conference, it was refreshing this year to see many more FE people at the event. The people I spoke to certainly seemed to be enjoying the conference.

As has happened before there was a lot of talk about how there was still too much focus on small scale initiatives with little big picture thinking taking place. I heard discussions about how we had heard many of these things before, but with a slightly different gloss or skin.

To be honest I am not surprised, as the ALT Conference is very much about showcasing the work of learning technologists in institutions, their small scale pilots and projects. They are on the same journey that we made years before in discovering how they and their small cohorts can take advantage of new technologies, tools and services. If you think about it, the conference process isn’t totally conducive to showcasing large scale holistic change,

The paper submission process, geared to attending the conference, will push the focus to those projects that are research based, small scale, small cohorts, the work of individuals or small teams. This is not to say you won’t find gems in the conference on large scale implementations, but they will be rare and limited. Can you really for example talk about whole institutional change in 15 minutes?

This isn’t a criticism of that process and I think it is a valuable way for learning technologists to focus and present on their work in front of an expert critical audience. However if you attend the conference with the aim of finding out how to approach the embedding of learning technologies holistically across an entire organisation, you may find yourself disappointed, and you may need to think about scaling up the projects and outcomes you do get to hear about.

So why do I attend this conference:

  • Inspiration: Across the conference you can find out about amazing work going on, really innovative practice that inspires you in your own work.
  • Reflection: I find many of the discussion sessions enable me to reflect on my own practice and really think hard about what I do and how I do it.
  • Benchmarking: Something I use to do when working within an institution, was to use presentations and papers to benchmark our progress and work against that of other institutions.
  • Meeting and networking with old friends and making new ones: Though I spend a lot of time networking through social media, such as the Twitter and Google+, it is still nice to meet people face to face. I took the time to print off my Twitter avatar, which I have used since 2007 and stuck it to my badge so that people could link me to my Twitter account. As a result it was nice to meet many of the friends I have on Twitter for real.

meerkat

  • Connections: As well as meeting old friends and making new ones, conferences also allow me to make connections, other helping connect people together, who both know me, but may not necessarily know each other.
  • The Exhibition area: This is interesting to see what new technologies are been pushed by suppliers. At this year’s conference I noticed that Portal were there pushing the IBM Student Experience, whilst Instructure were talking about Canvas, the “next generation” VLE. Usually in the exhibition areas, the exhibitors focus on pushing one aspect of their product portfolio. I find these areas quite interesting as you will often find a gem or nugget of news about how one institution (or another) is using these new products.

Continue reading Got some good coffee in the end: Reflections on ALT-C 2015 #altc →

alt, altc2015, coffee, conference, jisc

Marmite – ALT-C 2015 Day 1

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It’s the first day of the annual Association of Learning Technology conference here in Manchester. Everything kicks off, after the introductions and welcome, at 10:50 with the first keynote from Steve Wheeler, the marmite of keynote speakers.

Steve Wheeler

The abstract doesn’t give very much away about what Steve is going to talk about so we will have to wait and see what it will all be about. Looking forward to a heated discussion on the Twitter.

After the usual coffee break, popping over to the Museum Café for a decent coffee methinks, it’s a series of parallel sessions. One of the challenges of ALT-C is finding the right session to go to. This isn’t an issue of signage and location, but finding a session, that will inspire, challenge and make you think. There is nothing wrong with going to a session that you know you will enjoy, but sometimes you need to find a session that will challenge your approaches and make you rethinking about how you work.

Often I go to a session that is been delivered by someone I know, whom I have heard before, and I will know deliver an interesting and thought provoking session, but often it just reinforces my thinking and thoughts. This doesn’t mean I won’t go, but you take it for what it is.

I was going to attend Using CMALT as a vehicle for team-building and professional development [990] as I am working with my colleagues at Jisc in helping them (and me) to complete their CMALT. This is less a session that will challenge and inspire, but more of a session to help and support my practice. Alas I found out yesterday it has been cancelled, so time to choose something else.
I quite like the sound of To BYOD or not to BYOD: Factors affecting tutor acceptance of faculty and student mobile devices in their classroom practice [856] as I am currently reflecting on the different models around learners bringing their own devices.

There are generally two reasons behind BYOD, the first is a financial saving, if learners are bringing their own devices then the institution won’t need institutional devices, this reduces capital outlay when refreshing equipment and reduced support costs. The second reason is to create a paradigm shift in the way that learning takes place by taking advantage of the devices learners are bringing to college or university.

In terms of the first reason, the potential savings that can be made need to be offset with the improvements in infrastructure that need to take place to ensure a seamless experience for learners.

The second reason also requires investment, but more investment in ideas how to design a curriculum that takes advantage of BYOD, how to deliver sessions when learners are using their own devices and also designing their assessments.

Similarly I also quite like the thought of attending Sharing stories around the microphone: digital storytelling as a collaborative learning experience [1013] as digital story telling is something I am aware of, but actually know very little about.

Over lunch I will be on the Jisc stand, available to discuss digital capabilities with interested parties.

ALT-C 2009

I am trying to choose between a few sessions, most of which will aid my thoughts in the project I am currently managing for Jisc. This session, Learning technology from the middle out: Breaking down functional tensions and resistances between stakeholders to lead institutional change [913] sounds like it might well be of interest in how they overcame the barriers that institutions face when building digital capability.

Don’t tell Lawrie, but I am also interested in attending Badging the Open [940] as I do feel I need to know more about the practical aspects related to open badges and the impact they can (or may not) have.

At 3:05pm I am going to attend Lawie’s and Donna’s session, Are learning technologies fit for purpose [881]. This is going to be a fun sessions, one that I am sure I am going to enjoy.

This presentation and paper will open up the debate, reporting on discussions and engagement after the original debate and eliciting more viewpoints to further the discussion and encourage delegates to think critically about their existing use of technology. It will also propose a continuum of practice with technology, seeking to not identify a right or wrong answer, but instead provide a series of questions, checks and balances that institutions should consider in their deployment of technology.

At 4:45pm it’s a pity that Bex Ferriday’s session, Mighty Oaks from Little Acorns Grow [803] has been cancelled as Bex’s sessions are bright, loud and fun. So a slightly more serious option will be Harmonious Developments in Learning Technologies; how to align IT and LT cultures. [1009]. This session reminds me of my presentation on the dark side I delivered at FOTE 14 in London.

After a long day it doesn’t stop and I will be off to the Palace Hotel for the Gala Dinner.

So what does your day at ALT-C look like?