On the 2nd October 2009 I was at the ULCC Event, The Future of Technology in Education.
Little did I know the impact that this presentation would have on me, my future career and education in general.
I felt a little intimidated to be invited to talk at the event, we wouldn’t have called it imposter syndrome back then, but I did wonder if I was the right person to talk at such an interesting conference. It certainly had a TED talk feel to it. I must thank Frank Steiner and Tim Bush from ULCC for their support and help and inviting me to talk at this FOTE and future FOTE events.
2009 was quite a year for me, I had won the ALT Learning Technologist of the Year award that year. It was also the year of “The VLE is Dead” debate at the ALT Conference.
The event took place at the Royal Geographical Society in Kensington, which I remember wasn’t the easiest place to get to via the underground. Knowing London better now I think I would probably have just walked across Hyde Park from Paddington to get there. From about 2001 I started going to London a lot for work, well a few times a year, which was considerably more than when I was a lecturer in Bristol. I use to go to London, arrive at Paddington, take the underground, pop up somewhere, go to a meeting or an event, before popping back down into the underground on my way home. These days I visit London a lot more and have spent a lot more time walking around London, so have a much better grasp of the geography of the place. I remember being quite impressed with the place, and that you could see the nearby Albert Hall.
I spent a fair bit of time putting my presentation together, in the end it comprised 82 slides… and I only had twenty minutes to deliver my talk. A challenge that took some doing.
My presentation was entitled The future of learning…
The aim of my presentation was to discuss how learning would and could change with the affordances of technological change.
So what of my predictions?
Well we know predicting the future is hard and generally most people get it wrong.
You will no doubt not be surprised that I got a lot of things wrong…
One thing I feel I did get right was that mobile was going to be big and important. I said how I felt mobile was the future. The audience did have a range of mobile devices themselves, but most phones were nothing more than phones that could do SMS and the Snake game. There were a few smartphones out there, but if my experience was to go by, they were clunky and difficult to use. We had the iPhone, but it hadn’t quite had the impact that it has had by today.
We didn’t have the iPad, that would arrive the following year. So no surprise that in my talk at FOTE I didn’t mention tablets
My talk actually started off talking about the past, how we are still impacted and embedded by the past, which makes change challenging and difficult.
I then talked about the present and some of the issues and problems that technology was causing in classrooms and lecture theatres. PAT testing was a real concern for many back then, don’t hear much about it these days in relation to BYOD or learner devices.
One of the challenges I saw back then was how academics and educationalists wanted to categorise learning, so we had e-learning, m-learning, mobile learning, online learning, digital learning, etc….
I said that I thought categorising learning and putting it into different boxes was restricting and that really we should focus on learning and blur the boxes, blur the boundaries.
It was fine to talk about the “boxes” at conferences and in papers, but experience has shown that categorising learning into boxes caused confusion for teachers and academics, who rightly focussed on the word before the learning as a problem to be solved and then found it challenging.
However back then I said, and I still stand by this today, is that learners and academics need to understand the potential of technology and digital to better understand the affordances and opportunities that it can provide for learning. You don’t need to be ab le to do the technology, but you do need to know what it can do.
I also brought in scepticism about technological advances, something I would draw upon in future talks and presentations.
Video (and film) had been used for learning for years, but people were sceptical and convinced that video (ie lecture capture) would stop traditional learning activities. However we know that television didn’t destroy radio, we know that radio didn’t kill newspaper, books didn’t replace folk stories. When we have a new technological development, often the result is a negative impact on existing technologies, but often the result is affordances about the potential of the new technology, enabling access that otherwise wouldn’t be possible.
I also talked about the potential of video on mobile devices. Video cameras were getting smaller and cheaper, the quality was getting better as well. You could buy video cameras which could record HD video, even if it was a challenge to capture and edit it on standard computers of the time. This was before the concept of streaming became mainstream. I showed a Sanyo Xacti camera which was waterproof and dropped it in a jug of water. These cameras could be used in dirty and dusty environments and the washed under the tap!
Mobile phone video has become so much better now. I am still impressed that my iPhone can record 4K video… If only we could get people to record video in landscape!
GPS was usually an option on devices back then, today it is more prevalent in the devices we buy. I saw this as an opportunity, the concept of geo-location based learning was something that felt quite magical at the time. Your device knows where you are, so personalises the learning based on your location. What I missed was how location tracking and would become a very big issue for people.
There was a bit of a backlash against e-Books back in 2009, as people felt that they weren’t as good as “real” books. For me they weren’t a replacement for books, they enabled different ways of reading. For many e-Books and e-book readers enabled a new way to access books and content, that otherwise would mean they wouldn’t have access. I presented on the future of reading at #FOTE10 the following year. I became a bit of an expert on e-books as as result. I presented on e-books at many different events and conferences, as well as writing a chapter in a book, and finally a book on Preparing for Effective Adoption and Use of Ebooks in Education in 2012.
Today e-books are part and parcel off education with easier access to books by students from academic libraries. As I did predict, we didn’t see the end of physical books, we still have bookstores and people still buy physical books.
Back then in 2009 connectivity was either slightly haphazard, or expensive, or both. We had 3G, but it wasn’t widespread, it would be another three years before we saw 4G.
WiFi was there, but it didn’t always work and network congestion would often cause the WiFi to fail. This happened with frequent regularity at events and conferences I attended back then, as delegates killed the WiFi with too many connections.
In the future I felt connectivity wouldn’t just be important, it would be critical for the future of learning.
Today we have really good (and cheap) mobile data, 4G is more available and 5G is starting to appear. Ubiquitous WiFi is certainly there compared to ten years ago, Eduroam has made it easier for people in education to connect when travelling, but WiFi is easily found in most places. This has allowed users to do so much more when travelling and moving about, or just when drinking coffee. I certainly notice how many people are streaming video, having video chat, doing so much more, because they had the connection and the bandwidth to do so.
Mobile often means battery power, and access to charging. Everyone remembers how their Nokia phone would last days on a single charge, today, most people seem to complain how their smartphone battery doesn’t last the day. Batteries may not seem to have got better, they have, just that we demand more power for our complex devices. We have seen significant improvements in battery technology, but we have seen a huge increase in our demand for power on our devices. Streaming video requires more power than reading an e-mail. One thing that has taken time to filter through was the importance of the ability to charge devices. Since 2009 we have seen trains and buses adding power sockets, and USB ports for charging as well. Hotels have added similar sockets. Some lecture theatres now have plug sockets as well.
In my 2009 presentation I talked about the technological penknife.
This is one thing I got very wrong, I thought that the idea that a device that did everything meant it did everything badly. A penknife has multiple tools, but most of them aren’t very good doing the stuff they are designed to do. People would prefer to have specialist devices for specific activities. Why would you have rubbish video from a phone, when you could have a decent HD video camera? Why would you use the rubbish microphone on a device, when a specialist recording device would do it so much better? Well that didn’t happen, in reality we have seen devices become so much better that we don’t need to have multiple devices. We have the penknife, but it’s a really good penknife, really good at everything.
I then went on to talk about change and the importance of managing change. I talked about how change can be a series of small steps, but noted the importance of missing steps, endless steps and steps that trip you up.
These slides were really where I started to understand strategy and writing strategies much more. This certainly helped me in future roles and influenced heavily the design of certain aspects of the Jisc Digital Leaders Programme in which I was part of the research and development team led by Lawrie Phipps.
I talked about activity, technology should never be about the technology, it needed to be about how it could enhance or improve activities. Or where the affordances created new opportunities for different activities. We still have a perception that we shouldn’t talk about technology first, though sometimes I think we should.
Technology allow for flexibility, flexible curriculum, flexible approaches to delivery, flexible learning. I think we have made a little progress here, but so much more is possible these days. The technology enables flexibility, but that doesn’t mean it will just happen, there is so much more that needs to happen to enable flexibility.
Back then I felt sharing was important, not just sharing content (as in open) but also sharing ideas, concepts and approaches. Not that this didn’t happen, but it was difficult to do so. Today it is much easier to share than it was back then, so much so, I think we have forgotten about the time when this didn’t happen.
I talked about the importance of working collaboratively. Since the talk online tools have made it so much easier to collaborate. Collaboration across institutions (and countries) is so much easier these days. Tools such as Slack enable groups to talk and work together.
I talked about innovation, celebrating ideas. Innovation doesn’t always mean better, it means different or new. Following on from that I talked about experimentation and encouraging it within our institutions.
If you want innovation, then it needs to be embedded into the strategy, rewarded and not penalised when things go wrong. It needs to be done in collaboration with learners not done to them. I think we are seeing much more innovation and collaboration these days, and the student voice is helping to inform developments and ideas.
I said we need to re-think assessment, technology was going to have an impact. I think it has, but not in the way we thought it would. We try and use technology to “fix’ assessment today, rather than re-imagine how we assess.
I talked about culture and how culture can enable change, but also frustrate it. Culture is about what and who we are, it’s the sum of the people within an organisation. This was something we covered years later in the Jisc Digital Leaders Programme.
I have always seen technology as a solution to a problem. Technology in itself is not the problem needing to be solved. This was something that I wrote about in 2018.
I finished the presentation about talking about the future and how the future was about the learner, the student. It was about how they wanted to learn, where they wanted to learn, what they wanted to learn and with whom they wanted to learn. Why did we need to think about the future, it was because we needed to think about the learners, then, now and in the future.
So did I predict the future?
It certainly though had a huge impact on my future, some of which I have outlined above. As a result of this talk I was invited to speak at a range of events and conferences on the future of learning and a range of mobile learning events. I spoke the following year at FOTE 10 about the future of reading, which resulted in me doing much more in the e-book space.
So there is also a video of me (looking much younger) presenting, if you want to watch what happened…
This year I have written only 17 blog posts, in 2017 it was 21 blog posts, in 2016 it was 43 blog posts, in 2015 I wrote 24 blog posts. In 2014 I wrote 11 and in 2013 I wrote 64 blog posts and over a hundred in 2012. In 2011 I thought 150 was a quiet year!
The tenth most popular blog post in 2018 was asking So do signs work? This article from 2013 described some of the challenges and issues with using signage to change behaviours. So do signs work? Well yes they do, but often they don’t.
The post at number nine was my podcast workflow, published in 2011, this article outlines how and what equipment I use to record the e-Learning Stuff Podcast. This is only one way in which to record a remote panel based podcast, and I am sure there are numerous other ways in which to do this. I have also changed how I have recorded over the two years I have been publishing the podcast due to changes in equipment and software. It’s probably time to update it, though I am not doing as much podcasting as I use to.
Dropping three places to eighth was 100 ways to use a VLE – #89 Embedding a Comic Strip. This was a post from July 2011, that looked at the different comic tools out there on the web, which can be used to create comic strips that can then be embedded into the VLE. It included information on the many free online services such as Strip Creator and Toonlet out there. It is quite a long post and goes into some detail about the tools you can use and how comics can be used within the VLE.
The post at number seven, climbing one place, was Comic Life – iPad App of the Week. Though I have been using Comic Life on the Mac for a few years now I realised I hadn’t written much about the iPad app that I had bought back when the iPad was released. It’s a great app for creating comics and works really well with the touch interface and iPad camera.
Sixth most popular was a post from 2018, called “I don’t know how to use the VLE!” This blog post described a model of VLE embedding and development. This post was an update to the model I had published in 2010.
Holding at fourth, is Can I legally download a movie trailer? One of the many copyright articles that I posted some years back, this one was in 2008, I am still a little behind in much of what is happening within copyright and education, one of things I do need to update myself on, as things have changed.
Once again, for the sixth year running, the number one post for 2018 was the The iPad Pedagogy Wheel.
I re-posted the iPad Pedagogy Wheel as I was getting asked a fair bit, “how can I use this nice shiny iPad that you have given me to support teaching and learning?”. It’s a really simple nice graphic that explores the different apps available and where they fit within Bloom’s Taxonomy. What I like about it is that you can start where you like, if you have an iPad app you like you can see how it fits into the pedagogy. Or you can work out which iPads apps fit into a pedagogical problem.
Over the last few years I have been, rather than taking notes in the keynotes (and other sessions) at the ALT Conference #altc drawing pictures. This is sometimes called sketchnoting.
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).
The preceding discussion was about staff and that lack of time was a major barrier to engagement and how institutions failed to recognise the time required to adopt new practices and learn to do things in different ways, whether that be through the use of technology, or different teaching practices.
The problem appears to many to be a lack of time.
“I don’t have the time.” “When am I suppose to find time to do all this?” “I am going to need more time.”
Therefore the solution is more time.
However is time the solution to the problem?
Well it is a solution to the problem of not having enough time.
I don’t have the time to do this… so giving people the time is the right solution?
Messages go back to “management” that lack of time is the problem and if only they would provide more time the the problem would be solved. The management response, as expected would usually be there is no extra time.
I would question though is the problem one of lack of time?
Once we focus on time as a solution, we lose sight of the actual problems we are trying to solve. Sometimes we need to go quite far back to really understand the problem we’re trying to solve.
One example is the use of the VLE, staff say they don’t use the VLE because they lack the time to use it, and don’t have the time to learn how to use the VLE. It could be anything, not just the VLE it could be lecture capture, the Twitter, or even active learning, project-based learning, the use of active learning spaces. However for this post I am going to use the VLE as an example.
So the solution to people not using the VLE is giving them time… Time is once more the solution to a problem. However is not using the VLE the real problem, why are we thinking of the VLE as a problem to be solved? The VLE isn’t a problem, it’s a solution to different problems or challenges.
It can be useful to back track and focus on what and importantly why you are doing something and then frame the conversation within that, rather than the couch the solution as a problem.
Time isn’t a problem.
The VLE isn’t the problem.
So what’s the problem then?
You would hope that the VLE is seen as a potential solution to institutional challenges such as improving achievement, widening participation, accessibility, inclusion; these are often quite explicit in institutional strategies.
How can we provide access to resources, additional materials, links to students? We know discussing course topics and collaborating on problems improves student outcomes? How can we do this in a way which is accessible at a time and place to suit the students at a place of their choice?
Often that’s the problem we’re trying to solve.
The VLE is an ideal vehicle to make that happen. The problem is that use of the VLE becomes detached from the actual problem and becomes a problem in itself. We ask staff to use the VLE, often without adequately explaining why it is being used as part of the strategic direction of the organisation. The result is that the use of the VLE is now seen as an extra, something additional, so compared to the other priorities set by the institution, it is a low priority.
This also happens with other changes in the organisation, the introduction of new teaching methods, or new learning spaces. If the change rhetoric is isolated from the strategy, then the change becomes a problem to be solved, we don’t see the change as solving a different problem. So can we blame people for wanting time to do stuff, when they see this stuff as an extra, an addition to the work they are currently doing.
We also know that when people say they don’t have the time, or they need time; what they are actually saying and meaning is…
It’s not a priority for me, I have other priorities that take up my time.
Priorities in theory are set by the line manager, who is operationalising the strategic direction and vision of the institution.
There are also personal priorities, which can be in conflict with institutional priorities. Your institution may want to present a single external voice, but then there are staff from across the institution who want to use Twitter.
Using a digital lens as outlined in this blog post and paper provides a simple method of couching potential digital solutions such as the VLE to solve the strategic challenges set by the institution.
So the next time someone says they don’t have the time, stop, reflect on what you are saying and maybe seeing solutions as problems, and focusing on the actual challenges that the institution is trying to solve.
So have you ever been tasked with writing a digital strategy? Do you know where to start? Do you know what is going to ensure it will work and be successful.
So if you are tasked with writing a digital strategy, you could write it in isolation, but prepare for it to be a low priority for people higher up. Also expect people in other directorates or departments to ignore it as they focus on their own strategies.
Jisc have recently published a leadership briefing written by myself and Lawrie Phipps. A key aspect is aimed at those tasked with writing strategies, where we argue that in order to get stronger “buy-in” there is a need to apply digital lens to all strategies.
The paper proposes the concept of using a digital lens when approaching strategy, practice and process. The lens is made up of different aspects that need to be considered when applying digital to existing and intended structures.
It is necessary to identify which element will be looked at in digital contexts – for example, a particular teaching practice. Different digital options should then be explored to gain a thorough understanding of the range of possibilities. The benefits and risks of each possibility should be carefully weighed before deciding to deploy. As with all change, it is important to reflect and evaluate the nature and impact of the changes caused by the incorporation of digital.
There is a history of people talking about applying a lens to stuff, to look at things differently. To give a different perspective on what has been written or talked about. These are sometimes called strategic lenses and can cover different area such as design, customer focus, resources, cultural amongst others.
In this blog post I want to reflect on my own experiences in designing, developing and writing my own digital strategies. My initial frustrating experiences with a strategy that took a lot of my time which was then ignored, well certainly felt like it was ignored. It was almost a tick box exercise and the end result was the strategy was put into a lever arch file, put on a shelf until the following year when it would be reviewed, revised and published again.
As a TEL Manager in a college I was asked and I delivered a digital learning strategy, well back then it was called the Information and Learning Technology or ILT strategy. Historically it had come about because of funding from Becta to colleges was given on the basis of colleges writing an ILT strategy. This was often distinct from the IT strategy. The IT strategy was usually focused on the technical infrastructure to support the college business, whereas the ILT strategy was focused on the embedding of technology into teaching and learning. What often happened though was that both strategies weren’t linked together and weren’t always linked to the corporate strategy, of if they were those linkages weren’t always clear.
The end result was that sometimes these strategies were at odds with each other.You had an ILT strategy was advocating a student BYOD policy and the IT strategy was clear that non-organisation devices could not be connected to the wireless network.
It wasn’t just the IT strategy, I am aware of heated discussions between managers, where the ILT strategy was advocating a student BYOD policy and the Estates strategy was clear that non-organisation devices could not be plugged into the power sockets.
On top of all this was the core corporate strategy that was focused on something completely different.
I remember my ILT strategy talking about the use of the VLE by students and that all courses would have a presence on the VLE. Sounds fine, but academic staff didn’t see that as a priority, because the corporate strategy was talking about, widening participation, improving teaching and learning, and better student outcomes. Staff saw the improvement of teaching and learning as a priority, they saw using the VLE as something extra, more work so a) didn’t use it b) would often say they didn’t have the time (which we know now means they didn’t consider it a priority). So a lot of my time was taken up “selling” the use of edtech. What I didn’t realise at the time was that what I often was doing was applying a digital lens to the existing strategy in order to “sell” the VLE or other edtech to academics. I would talk about how the VLE would enable them to “improve” teaching and learning, could be used to “widen participation”. I started to realise that having a strategy focused on tools was never going to be successful, one which focused on outcomes would be easily understood by managers and staff, and more easily achieved.
In a later role I had to write a combined IT, Libraries and Learning Technology strategy. We were being supported by an external consultant and I do remember one of the key things she said was that anything in our departmental strategies had to stem from the core corporate strategy.
A typical IT strategy will often say something like this:
Enable a secure, robust and stable network.
What this does is focus the minds of the IT and network teams to ensure that the network has high resilience, low downtime and is secure. As a result when academics and learning technologists want to try something new, they are “refused” because it could impact on the security and reliability of the network. Over the years I remember many times being told we couldn’t use this tool, access this service, because of the “importance” of enabling a secure, robust and stable network.
The problem was that the corporate strategy said
We will develop and deliver high quality teaching and learning, across a wide range of subjects and qualifications.
This meant developing new ways of teaching and improving learning. Academics wanted to try new and innovative practices, but the IT strategy was acting as a barrier.
If the IT strategy was linked to the corporate strategy and said:
Enable a secure, robust and stable network to allow high quality teaching and learning through the use of technology.
What this does is focus the minds of the IT and network teams to ensure that the primary focus and use of the network is on allowing innovative use of technology for teaching and learning. Yes they still need to ensure that the network is secure, resilient and stable, but their primary focus will be on ensuring that teaching and learning can make effective use of technology.
Any departmental or methodology strategy should always link back to the organisational strategy and how the objectives and actions will support the organisational strategic aims.
So how do you do that then?
Well that’s where the lens comes in.
So if you are tasked with writing a digital strategy, you could write it in isolation, but prepare for it to be a low priority for people.
If you apply a digital lens to the corporate strategy, you can demonstrate how digital technologies can enable that strategy. So rather than talk about how you are going to increase the use of digital technologies, the strategy talks about how the use of digital technologies will enable the strategic aims.
The leadership briefing we published provides a mechanism on how to do just that. The next stage will be to distill the strategy into an operational plan, again applying a digital lens will demonstrate and show how digital technologies can be an enabler and not a barrier.
Dogs can be wonderful pets, or so I have been told.
So ask me do I have a dog?
The answer is no.
Now ask me why I don’t have a dog?
I don’t have the time!
Over the last twenty years or so when learning technologists and others interested in embedding the use of digital technology to enhance and enrich teaching, learning and assessment, the one “problem” that arises again and again is that people don’t have the time.
I have been supporting staff for many years in the use of learning technologies, all the time when I run training sessions though I hear the following comments:
“I don’t have the time.” “When am I suppose to find time to do all this?” “I am going to need more time.”
Time appears to be a critical issue.
Even more recently running a workshop I asked people to identify the main barriers to embedding learning technologies and the answer everyone came back was, time!
I have written and spoken about this issue time and time again.
A long time ago, back in 2004 I presented at the Becta Post-16 e-Learning Practitioners Conference on the Myths of Time.
In 2007 I managed to find the time to spend some time talking about time on the blog and wrote a post about time.
Now ask me again why I don’t have a dog?
I don’t have the time!
I am aware that there are quite a few people out there who have a dog, and they seem to find the time to have a dog.
It certainly takes time to have a dog, time to walk it, time to stroke it, time to bath it, time to walk it again. When I am out and about see people walking their dogs and I believe that you have to walk a dog everyday. Where do people find the time for that?
Correct me if I am wrong, but dog owners have the the same amount of time as everyone else. They don’t live in some kind of timey-wimey temporal reality that gives them more time than anyone else.
So if they don’t have more time than anyone else, how do they find the time to have a dog? I don’t have the time to have a dog, why do they have the time?
And don’t get me started on the resources and costs of having a dog….
We know people who have dogs don’t have more time, but they like to spend time to have a dog. Therefore they must prioritise having a dog over other things they could spend time on. For them having a dog is a priority.
Now ask me again why I don’t have a dog?
It’s not a priority for me, I have other priorities that take up my time.
So when you talk to teaching staff about learning technologies, and they say they don’t have the time, or they need time; what they are actually saying and meaning is…
It’s not a priority for me, I have other priorities that take up my time.
This also explains why some other staff find the time to engage with learning technologies, they find the time, as they see it as a priority.
So how do you make the teaching staff prioritise or raise the importance of something that they see as a low priority or unimportant so that they feel they can’t spend time on it.
One thing that does get forgotten, is that everyday we use technology to make our lives easier and to save time. Often learning technologies can be used to make our lives easier and importantly save time.
Often we are so busy being busy that we don’t take the time to think about those tools and processes which could save us time.
So another question ask me why having a dog is not a priority for me?
Well that depends on who sets the priorities in my home, looks at his wife and children…. Even if I was the person setting the priorities, what I would be doing would be looking at everything else I was doing, prioritise them and spend time on those things. I may do that in a planned manner, the reality is that this is probably a more sub-conscious activity.
However if the household decided that we should get a dog and my objections about the lack of time were ignored, then we would get a dog and I would need to find the time, prioritising the dog over other things I considered to be a priority. Now I am sure a few dog owners out there would tell me how wonderful having a dog is, and maybe this would be something I would discover by having a dog. This can be an issue, I may hate having a dog!
You can take analogies only so far…
If people are concerned about the issue of time when it comes to using and embedding learning technologies then they are probably more likely concerned about how this will fit into their other priorities. So ask the question, who is responsible for setting the priorities of the teaching staff in your institution? Is it the teaching staff? Is it the executive team? Is it the teaching managers? Unlikely I would have thought to be the learning technologists
So if you are facing the real issue when talking to teaching staff of them responding that they don’t have the time, maybe you are talking to the wrong people! Or the wrong people are talking to the teaching staff.
Priorities in theory are set by the line manager, who is operationalising the strategic direction and vision of the institution. If digital is not a strategic priority can we be surprised that staff within that institution don’t consider it a personal priority.
How do you make digital a strategic priority? Well that;s another blog post, which I don’t have the time for at the moment, I have to walk the dog.
This week on ocTEL one of the activities is to reflect on strategies for Learning Technology
Activity 1.2: Reflecting on strategies for Learning Technology
This activity is about strategy and how you or someone in your role might contribute to a strategy for using Learning Technology in face to face, blended or online learning context.
A: If you have your own example, reflect on the following questions…
I am currently in the process of writing a new strategy for Activate Learning, this is still a work in progress, with further consultation. So for the purpose of this activity I am going to reflect on the ILT (Information and Learning Technology) Strategy I developed and wrote for Gloucestershire College.
Did you contribute to the strategy, if so, in what capacity?
I was responsible for the strategy, both in terms of development and delivery.
Is the main focus of the strategy on Learning Technology, or if not, what is its main focus?
The main focus was not on learning technology, but on learners, and specifically, outcomes for learners.
How often is it reviewed and is it flexible enough to adapt as things change?
It was a three year strategy. For me it was important that the focus was not on specific technologies, as this wouldn’t provide the flexibility required. By not naming technologies, it would enable the college to take advantage of new technologies and innovations as they arrived on the scene.
The strategy also had a specific section on innovation to ensure that the college could adapt as things change.
A strategy also needs to be a living document, not a static constraint on innovation.
Does the strategy impact on your practice and if so, how? If not, why?
A strategy in itself, will do very little. It needs to be followed up with an operational plan.
Finally, if you were to provide input to a new version, what, if any, changes would you make to it?
The key change I would make, would be to build on the teaching, learning and assessment strategy. If possible the strategies would be worked on together.
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