Tag Archives: teams

Lost in translation: discussion

I have been working on a series of blog posts about translating existing teaching practices into online models of delivery. In previous posts I looked at the lecture and the seminar, in this one I want to focus on the nature of  discussion.

Group discussion
Image by Free-Photos from Pixabay

One of the things I have 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, some have called this practice mirroring. As part of my work in looking at the challenges in delivering teaching remotely during this crisis period I have 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.

In the physical face to face student experience, discussion is a core aspect of the learning process.

Discussion happens in formal and informal learning situations. It is part of the teaching and learning process within learning spaces, it happens as part of feedback and reflection. Students discuss their learning with their peers as well as with the staff who teach them Before the crisis, though a lot of this discussion took place physically face to face, some also took place online, as well as via technologies such as phone and text. In the current landscape, most discussion will now take place online with some limited social distanced discussion happening in physical spaces. In this post I am going to focus more on group discussion.

Photo by Chris Montgomery on Unsplash

When we move discussions online, you need to ensure that people have a chance to contribute to the discussion and ask questions, as well as ensuring that they can be answered. Simply moving a discussion that would have happened in a physical space to an online video conference tool such as Zoom or Teams may not translate easily or even be effective.

From an educational perspective, you will want to bring in everyone into the discussion, so that they are engaged in the learning process. This can be simpler in a physical face to face sessions as you can see who might be disengaged. With an online live discussion using a tool such as Teams you won’t necessarily be able to “see” everyone and some students may not want to have their video on for various reasons. We know some students don’t have the necessary kit for video conferencing, or they may not want to share the environment in which they are broadcasting from. As a result not been able to see everyone can make it challenging to see who is engaging and who isn’t.

Sometimes the “obvious” answer isn’t the right answer. Making sure everyone has their video turned on, isn’t going to be practical and some tools such as Teams don’t actually show all the video feeds anyhow. Even with a tool such as Zoom, the video feeds might be too small to be able to ascertain who is engaged and who isn’t. As we know if they are looking at their computer screen, this doesn’t necessarily mean they are actually engaged with the conversation!

So trying to translate a discussion into an online version can be challenging and fraught with difficulties and may not necessarily engage all the students into the process. So how do you, and how could you translate a one hour discussion into an effective learning experience that happens online. The key aspect is to identify the learning outcomes of that discussion and ensure that they are achievable in the translated session.

Merely translating that one hour discussion  into a one hour Teams or Zoom session probably works fine for many if udertaken in isolation. However it’s not just an hour, students may also be involved in other online seminars, Zoom lectures, live video streams and more online content. This can be exhausting for those taking part, but also we need to remember that in this time there are huge number of other negative factors impacting on people’s wellbeing, energy and motivation. People may not be able to participate in synchronous sessions, they may have childcare or other dependents they need to look after, they may be other household challenges.

Running an online video discussion, is a different experience to doing a face to face discussion. It can be harder to read the visual cues that we take for granted when listening and speaking. It’s challenging to avoid a stilted conversation, as participants try and engage when there are latency issues. There can be multiple people all trying to speak at once, this can be both frustrating, but can also put people off from talking and contributing. So though you may be experienced in a face to face discussion, it can be useful to structure and plan a video discussion, so the students have a clear idea about what is expected of them and what they will need to contribute in that discussion. Structuring who will be talking and having clear guidance on how to work out who wants to talk and how they identify themselves. In a physical situation this can be easily done via people raising their hands. Though tools such as Teams and Zoom allow a virtual hand raising it can be easily missed, unless you are paying attention to it. 

video chat
Photo by Dylan Ferreira on Unsplash

One of the affordances on using an online video conferencing tool such as Zoom or Teams for discussions is that you can have people contributing through the chat function. Some students may prefer to post their thoughts and questions to a text chat than turn on their video and use the microphone. They may also be in an environment or space where that isn’t possible. You may need additional support in reviewing the chat as well as managing the verbal discussion.

You could even lose the video aspect.

So another possible translation, you could take your 60 minute live physical discussion into a 60 minute synchronous live text discussion. Again it will be useful to structure and plan a textual discussion, so the students have a clear idea about what is expected of them and what they will need to contribute, as with a video conference discussion.

Then another option is to lose the live element. It doesn’t take much planning to transform that  60 minute discussion into a week long asynchronous textual discussion. This format is useful for students who have challenges in attending at a fixed time due to home or personal commitments, but it’s also an ideal format for students who may be resident in different time zones. The teacher can interject and encourage students to participate in the discussion across the week and this is much easier to manage than trying to do this in a one hour session.  You can easily see who is contributing and who isn’t and encourage them accordingly.

Asynchronous and online discussions can often be participated in by much larger groups than in a face to face environment so discussions could happen across cohorts, subjects, departments or even with other universities. The teacher interaction becomes more flexible and they can decide when to participate and adapt it to their own personal circumstances. Though in terms of contact hours, or timetabling you can see how the final model would be challenging.

Simply translating what we do in our physical buildings into a online remote version, is relatively simple, however it may not be effective. Thinking about what you want that learning experience to achieve and what you want the students to learn, means you can do different things. Of course knowing how to do those different things, is another challenge.

Back from France – Weeknote #75 – 7th August 2020

Monday was my first day back at work after a week on leave, where we went to France for a holiday. It was nice to get away from it all. The situation (at the time) in France was nice and calm. As we now approach the end of the week, it looks like the situation in France is looking worse than when we were there. It was pretty much a last minute affair in booking the holiday, we booked on the Tuesday and went on Sunday. I think if we had decided to go later in the summer, we probably wouldn’t have gone at all. It brings back to the fore the whole challenge of what is, or what isn’t going to happen in the next six to twelve months, or even longer.

After my leave, I was a little anxious when I got to my computer, how many unread e-mails would be in my inbox, but in the end there was just 143. Well there was 143 in the main inbox, there were others in folders that go there with the automatic rules I use for e-mail.

I use the Inbox Zero approach when it comes to e-mail. This means I don’t check my e-mail and see what is there, I read, process and deal with my e-mail. For each e-mail I process them using one of the following five criteria.

    • Delete or Archive
    • Delegate
    • Respond
    • Defer
    • Do

I try to ensure that I only ever read an e-mail once and then it is either deleted or archived having undertaken what was required. Read more about how I process my e-mail.

In the end it didn’t take me long to go through the e-mails (well it is August) and then do the one task that had arisen from them. Most of the e-mails were from mailing lists I am subscribed to, and though I have rules that push JiscMail ones to specific folders, others from vendors and event organisers generally tend to end up in the main inbox.

Microsoft appear to be developing Teams into a VLE with the news that educators can now use SCORM curricula within Microsoft Teams.

Colleges across England can now use SCORM learning materials for their students directly through Microsoft Teams. In a major development for schools, colleges and universities, GO1 have released their app for Microsoft Teams. This will support SCORM, xAPI and other rich learning content packages formats to be accessed within Teams for free. In 2015, more than half of further education institutions across the UK teamed up to form the Blended Learning Consortium. This allows them to pool their money and purchase a higher quality of learning resources than they could develop on their own. These resources are available to participating colleges within Teams via the GO1 app, which supports complex learning formats like SCORM.

Via Lawrie Phipps on the Twitter

Having cancelled Data Matters 2020 due to the covid-19 pandemic, we are now considering our options for 2021. When we cancelled the event, our initial thoughts were to re-schedule to January 2021, which reflected the original date for the 2019 event. However now needing to make decisions, social distancing and the fact that a lot of university staff may not actually want to (or be permitted) to travel to physical events, such as Data Matters. Could we do it online? Well would people be willing to pay for an online event?

It’s interesting to see how things keep changing adding much more to an uncertain future. I wrote a blog post about the continuing uncertainty and what this means for curriculum planning across the university sector.

The plan to use more localised lockdowns to contain the virus reminds us that the situation for many universities will be one of flux, as they or their cohorts of students may need to lockdown, as has happened with Aberdeen. The local lockdown there has resulted in the main university library closing down.

Set in the 23rd Century, Rene Auberjonois playing a Starfleet Colonel trying to convince his superiors of their technological advantage over the Klingons – by using a flip chart! Nice to know that they will still be extensively used in the future.

I published another blog post in my translation series, this time about the humble flip chart.

Spent some time thinking about innovation. 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. I have written about this before last year and it’s something that has been, for most of my careers an important aspect. As we emerge from lockdown, we will need to be innovative in our practices.

The end of the week saw some meetings with my colleagues in my new directorate. Though I have not changed roles, where I sit within Jisc has changed. After sitting in Corporate Services to begin with, I moved (temporarily) into Data and Analytics, but now sit with the HE Directorate.

My top tweet this week was this one.

So what of the future?

University campus
Image by Quinn Kampschroer from Pixabay

We are living through a period of unprecedented disruption, it isn’t over, so what do we need to do in the short term, the medium term and how will this impact the long term?

Last week I delivered two presentations, one was a planned presentation for a QAA workshop, the other, well it wasn’t supposed to be a presentation, but due to a lack of response from the audience in the networking session I was in, I quickly cobbled together a presentation based on the slides I had used for the QAA.

This post is a combination and an expansion of the presentations I delivered about my thoughts of what happened, what then happened, what we need to think about and what we could do.

lecture theatre
Image by Wokandapix from Pixabay

I initially reminded ourselves of what we had experienced back in March.

We know people talk about a pivot to online learning, but we know this isn’t what happened. As others have written about, this wasn’t some planned gradual shift to a blended online approach to teaching and learning. It was a abrupt radical emergency response to physical campus closures in the midst of a national crisis.

shattered glass
Image by Republica from Pixabay

As universities closed their campuses to staff and students, they were forced to isolate and start to teach and learn remotely. Staff who previously had offices and desks to work from suddenly found themselves in lockdown, working from home amidst all the other stuff which was happening. They may have been lucky and had a working space they could use, but many would have found themselves in a busy household with partners working from home, children being home schooled with all the pressures that brings to space, time, devices and connectivity.

Likewise students were suddenly faced with stark choices, should they stay on campus or go home, for some home meant a flight home. They too would find themselves in strange environments in which they had to learn. They would be isolated, in potentially busy households, potentially without the devices and connectivity they could have used on campus.

In addition to all this the landscape and environment was changing rapidly. Lockdown forced us to stay at home, only allowed out for essential supplies and exercise once per day. There was the threat of infection and with the death rates rising exponentially, it was a frightening time.

The emergency shift to remote delivery also was challenging, without the time and resources, or even the support, to design, develop and delivery effective and engaging online courses. We saw many academic staff quickly translate their curriculum design from physical face to face sessions to virtual replacements using Zoom and Teams. What we would see is that this simple translation would lose the nuances that you have with live physical sessions in learning spaces without taking account of the positive affordances that online delivery can potentially have. Without the necessary digital skills and capabilities staff would have found it challenging in the time available to transform their teaching.

I still think as I was quoted in a recent article that this rapid emergency response and shift to remote delivery by academic staff across the UK was an amazing achievement.

In the presentations I gave an overview of some of the support Jisc had been providing the sector, from providing a community site, various webinars, blogs, advice and guidance as well as direct help to individual members of Jisc.

online meeting
Image by Lynette Coulston from Pixabay

Over the last few months I have been publishing various blog posts about aspects of delivery translation and transformation. I have also reflected on the many conversations I have had with people from the sector about what was happening, what they are doing and what they were thinking about going forward. I’ve also had a fair few articles published in the press on various subjects.

So as we approach the end of term, the planning for September has been in play for some time as universities start to think about how they will design, develop and deliver academic programmes for the next year.

Journey
Image by Free-Photos from Pixabay

We know that virtually all universities are planning to undertake some teaching on campus in the next academic year, but will combine that with elements of the course delivered online.

Though in the past we may have talked about these being blended courses, though they may consist of a blend on face to face physical sessions and online sessions, they were planned to be blended and not changed over the course. They didn’t need to take into account social distancing, so could combine physical lectures with online seminars. In the current climate, we are expecting to see large gatherings forced online and smaller group activities happening physically face to face.

Blended programme are generally designed not be changed over the time of the programme, so I think we might see more hybrid programmes that combine physical and online elements, but will flex and change as the landscape changes.

writing and planning
Image by StartupStockPhotos from Pixabay

I published a blog post about hybrid courses back in May, my definition was very much about a programme of study which would react  and respond to the changing environment.

With a hybrid course, some sessions are physical face to face sessions. There are live online sessions and there are asynchronous online sessions. In addition there could be asynchronous offline sessions as well. You may not want to be online all the time! 

Some sessions could be easily switched from one format to another. So if there is a change in lockdown restrictions (tightening or easing) then sessions can move to or from online or a physical location.

Listening to a conversation someone was talking about hybrid courses as a mix between online and face to face, but didn’t mention the responsiveness or the potential flexibility. Without a shared understanding we know that this can result in confusion, mixed messaging, with the differences in course design and delivery, as well as problems with student expectations. I wrote about this last week on a blog post on a common language.

Some courses do lend themselves to an online format, whereas others may not. As a result I don’t think we will see similar formats for different subjects. Lab and practical courses may have more physical face to face sessions, compared to those that are easier to deliver online. As a result different cohorts in different subjects will have different experiences. Some universities may find that due to nature of social distancing that classes may have to be spread across a longer day and these has been talk of spreading over seven days as well, to fit in all the required classes and students.

solitary
Photo by Philippe Bout on Unsplash

Designing, developing and delivering online courses, or even just components of online courses doesn’t just happen, it takes time and time is something we don’t have. In a conversation about the issues of planning, one senior manager said to me that what she needed was six months and more money.

We have seen that some universities in response to this kind of challenge are recruiting learning technologists and online instructional designers to “fill” the gap and support academic staff in creating engaging and effective online components of their courses.

Maintaining the quality of such components will be critical, and merely translatingexisting models to a simple online format using tools such as Zoom will lose the nuances of physical face to face teaching without gaining any of the affordances that well designed online learning can bring to the student experience.

Building and developing staff skills and capabilities in these areas is been seen as a priority for many universities, but how you do this remotely, quickly and effectively is proving to be a challenge and a headache for many.

clock
Image by Monoar Rahman Rony from Pixabay

Normally when I mention time, I would have talked about how I don’t have a dog, but in this case this is not the case, the development of new designs for the next academic year is not just the main priority, but as we don’t have the time and the skills in place to make it happen.

We are not merely adding online elements to existing courses. We are not going to be able to deliver the physical face to face sessions in the same way as we have done. Everything has to change, everything is going to change.

So what of the future? Well we know for sure it’s going to be different.

tree trunk
Image by Picography from Pixabay

Wot no lectures? – Weeknote #64 – 22nd May 2020

I have decided to take next week as leave, not that we’re going anywhere, but apart from the odd long weekend (bank holidays) I’ve not had any time off working since the lockdown started, actually I don’t think I’ve had leave since Christmas! I had planned to take some time off at Easter and go to London for a few days, as we had tickets for the Only Fools and Horses musical at the Royal Haymarket. I had bought tickets for my wife as a Christmas present and it was something we were all looking forward to. Then all this lockdown happened and the theatre cancelled all the performances as required by the Government.

I did consider keeping my leave, but with leading a taskforce, it was apparent that I might not have the time to take some (and where would I go).

So this week I was winding down slightly as I wanted to ensure I had done everything that people needed before I was off.

Radio
Image by fancycrave1 from Pixabay

I published a blog post over the weekend about making the transition to online and to not make the assumption that though there are similarities in delivering learning in classrooms and online, they are not the same.

Making that move from the radio…

Making that move from the radio…

If we are to make the move a combination of online, hybrid and blended than we need to ensure that the staff involved in the delivery of learning have the right capabilities and skills to deliver effectively online.

I had an article published on the Media FHE Blog. Continue reading Wot no lectures? – Weeknote #64 – 22nd May 2020

Lost in translation: the debate

microphones
Image by Rudy and Peter Skitterians from Pixabay

have been working on a series of blog posts about translating existing teaching practices into online models of delivery. In previous posts I looked at the lecture and the seminar, in this one I want to focus on debates.

One of the things I have 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, some have called this practice mirroring. As part of my work in looking at the challenges in delivering teaching remotely during this crisis period I have 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.

Debating  is a really useful way of enhancing learning, whether it be a formalised classroom debate, or an informal discussion arising from a presentation or a video.

Chairing and managing debates in a live classroom environment is challenging, but as a chair you need to ensure that the proponents of both sides of the debate, have their chance to put forward their view, but also that they are both given a fair hearing. You need to ensure that people have a chance to contribute to the discussion and ask questions, as well as ensuring that they can be answered. From an educational perspective, you also want to bring in everyone into the debate, so that they are engaged in the learning process.

Trying to translate a debate into an online version can be challenging and fraught with difficulties and may not necessarily engage all the students into the process.

So how do you, and how could you translate a one hour debate into an effective learning experience that happens online. The key aspect is to identify the learning outcomes of that debate and ensure that they are achievable in the translated session.

So at a simple level, you could translate your 60minute debate into a 60 minute online video conference debate.

Merely translating that one hour debate  into a one hour Teams or Zoom discussion probably works fine for many in isolation. However it’s not just an hour, students may also be involved in other online seminars, Zoom lectures, live video streams and more online content.

Continue reading Lost in translation: the debate

I want to be on television – Weeknote #63 – 15th May 2020

It was a nice long weekend, spoilt by somewhat confusing messages from the government released on Sunday night.

Though universities have more choice, FE Colleges are expected to re-open from 1st June for Year 12 learners, whilst maintaining social distancing.

I tried out the new BBC backgrounds…

I also (as everyone else is) posted some Zoom backgrounds of Weston-super-Mare to my other blog.

So if you are looking for some backgrounds for your Zoom and Teams calls, then here are some lovely pictures of the beach and pier at Weston-super-Mare that I have taken over the years.

Continue reading I want to be on television – Weeknote #63 – 15th May 2020

Lost in translation: mapping your teaching

old map
Image by Dariusz Sankowski from Pixabay

With the rapid change to emergency remote delivery because of the coronavirus pandemic seeing universities being forced to undertake an emergency response to teaching. We saw that many had to quickly and at scale move to remote and online delivery. Many staff were thrown into using online tools such as Zoom and Teams with little time to reflect on how best to use them effectively to support learning.

As we move away from reactionary responses and start the future planning of courses and modules that may be a combination of online, hybrid and blended than we need to ensure that the staff involved in the delivery of learning are able to design and plan for high quality and effective online or hybrid courses. In addition we will need to put contingency plans in case another emergency response is required if there is a second spike in covid-19 infections resulting in a second lockdown.

lecture theatre
Image by Wokandapix from Pixabay

I did start to think if mapping could be useful in helping staff plan their future course and curriculum design.

When I was delivering the Jisc Digital Leadership Programme, we used the concept of Visitors and Residents to map behaviours and the tools people used. The Visitors and Residents mapping exercise in the main covers digital communication, collaboration and participation. In 2015 following delivering with Lawrie Phipps, the Jisc Digital Leadership Programme I thought about how we could use a similar concept to map teaching practice and curriculum design. The result of this was a blog post published about how to map the teaching and learning.

This post resonated with quite a few people, such as Sheila MacNeill (than at GCU) and Henry Keil from Harper Adams.

Continue reading Lost in translation: mapping your teaching

Data issues – Weeknote #48 – 31st January 2020

Paddngton Station in London

Monday I was off to London once more. On Tuesday I am presenting a keynote at an Inside Government event. The event takes place in the City of London, which can be challenging to get to for a 9:30am start, so I went up on Monday to stay overnight. I popped into our London office for a quick meeting before heading off to my hotel. I was intending to walk from the office to the hotel, but it was pouring with rain so I caught the tube.

Tuesday was the Inside Government event and my presentation was called Education 4.0 – Key Trends in the Current Digital Landscape

My presentation covered stuff I have talked about before.

  • Reflecting on what we understand by Education 4.0 and the potential impact on universities?
  • Discussing how universities should harness the power of their data and use analytics to tackle some of the big strategic challenges within the organisation
  • Asking the key questions: How will teaching be transformed? What does personalised adaptive learning look like? Could we re-imagine assessment? How do we build an intelligent campus?
  • Designing a strategy that will enable organisations to start laying the foundations for the future that is Education 4.0

Compared to other Inside Government events I have attended, I thought attendance was quite low. However I got some positive feedback and some interesting questions.

I think we are also starting to see more resistance and wariness of the use of data and analytics for learning and teaching. The ethical and secure use of data is critical, but even so, there are still concerns that need to be addressed, and might never be addressed.

The BBC reported on a recent fine imposed on UEA for a data breach.

University students whose personal details were emailed to hundreds of their classmates have been paid more than £140,000 in compensation.

A spreadsheet containing student health problems, bereavements and personal issues was sent to 298 people at the University of East Anglia in June 2017.

Insurers have since paid out £142,512 to affected students from UEA, which said it had reviewed data practices.

Talking to colleagues, there use to be rectification notices for these kinds of breaches, now we are seeing the ICO making decisions like this one.

These kinds of news stories demonstrate challenges with data and the use of data by universities and colleges, as well as possible data literacy issues amongst staff.

Central Hall, Westminster, London

Thursday I was back to London for a meeting with the Department for Education. Jisc meets regularly with our funders across the United Kingdom.

The Parsnip in Weston-super-Mare

Friday I didn’t have far to travel, as I went to Weston College, for a Microsoft Teams event. This event, part of a roadshow run by Microsoft demonstrated some of the key functions of the tool and how some academics were using it. I did feel that I had heard many of these conversations before, with other tools such as Virtual Campus, Moodle, Slack, even the Twitter. I think what was missing is the strategic approach to the embedding use of these tools across the whole of the organisation. How do you get everyone to use the tools you provide effectively.

My top tweet this week was this one.

Not quite a four day week – Weeknote #36 – 8th November 2019

Big Wheel in Cardiff

I was working from home for a lot of the week. I had originally planned to attend Wonkfest, but some administrative technicalities meant I didn’t manage to book a place at the event and I had to glance in remotely.

Following my meeting last week in London at the Office for Students I was interested to see the following press release from them on mental health issues in higher education.

Today the Office for Students has published an Insight brief, Mental health: are all students being properly supported? Our Insight briefs give an overview of current issues and developments in higher education, drawing on the data, knowledge and understanding available to us as the regulator for universities and colleges in England. Mental health is consistently among the top concerns raised by students and the OfS has an important role in identifying systemic gaps in student support or advice. Alongside the Insight brief, we have published an analysis of access and participation data for students with declared mental health conditions.

With the rise in students reporting mental health problems, there is a real challenge in supporting these students. We know that many support service staff are seeing many more mental health emergencies compared to a few years ago. More funding for support services is of course one solution, but there is also the need to consider the well being of students overall and ensuring that those students who are at risk, are supported much earlier. Does the current structure of higher education courses contribute to well being or negatively impact on it?

Image by StartupStockPhotos from Pixabay
Image by StartupStockPhotos from Pixabay

Continue reading Not quite a four day week – Weeknote #36 – 8th November 2019

I’m melting…. – Weeknote #21 – 26th July 2019

Valentine Bridge in Bristol
The view from Mead Reach Bridge looking towards Valentine Bridge in Bristol.

This week, we melted, we had a new Prime Minister, we had a new government and I didn’t go to London.

Monday I was back into the office to do what I initially thought was going to be a demonstration of Jira and Confluence, but in the end turned more into a discussion on how people are using the tools across Jisc.

Had to make a phone call on Monday, something which in work I don’t actually do that often. I make lots of audio conferences and skype calls, but I don’t use the phone as much as I have in other roles. I am part of a telephony project at Jisc and as a result I am now using Teams for making and receiving calls. It was a seamless experience, and it was nice making a call using a sound cancelling headset with microphone, rather than holding a handset or mobile phone to my head! I did feel that it was somewhat odd to use my laptop to dial the number rather than a number pad. A few years back I was looking a telephony and I remember thinking back then that there was a real culture shift needed by organisations moving from traditional PBX (Private Branch Exchange) system to a modern telephony system used through Teams. Even now I think there is still need for a culture shift that isn’t easy for some people to just get and then move on.

This week, eleven years ago I wrote a blog post about the CherryPal mini PC which cost $249.

CherryPal launches $249 cloudy mini PC

CherryPal launches $249 cloudy mini PC

It was funded by advertising…

Today you can buy a better specified Raspberry Pi for under £35 and no advertising.

How things change….

Decided that I would become a Thought Leader and luckily for me, and thank you to Lawrie Phipps for the link, there is a course to do this on LinkedIn Learning…

I’ll let you know how I get on.

I wrote a blog post in response to a tweet I had seen earlier this year about using facial and emotion recognition with gauge the degree of student engagement in a lecture.

This week ten years ago I saw this video from Steve Boneham about something called micro-blogging…

Wonder if it ever caught on….

Crowd
Image by Brian Merrill from Pixabay

Talking about data, read this Guardian article, ‘Anonymised’ data can never be totally anonymous, says study.

“Anonymised” data lies at the core of everything from modern medical research to personalised recommendations and modern AI techniques. Unfortunately, according to a paper, successfully anonymising data is practically impossible for any complex dataset.

The article discusses the how data which has been anonymised data can in a number of methods be deanonymised to identify real people.

This has implications for universities and colleges, who are looking at using deanonymized data for intelligence and informed decision making.

If you think of anonymised data tracking students movement across campus, using wifi, this could be easily deanonymized using attendance data, swipe card data, PC logins, library card data.

Something to think about. The research is published in the journal Nature Communications.

Thursday, I was going to go to London for a meeting with colleagues from the DfE. However due to the heat we decided to have the meeting virtually. Though there are advantages in meeting face to face, the fact we now have the technology to make meetings virtual means that we don’t need to cancel or re-schedule meetings. There are also affordances with virtual meetings, I like using the chat to post relevant links rather than interrupt the flow of the meeting. The fact the links are “live” and saved, means people don’t a) need to copy them down or b) wait until the links are e-mailed to them after the meeting.

microphone
Image by Florian Pircher from Pixabay

I spent some time working on abstracts and proposals for various conferences I am attending in September. Working for an organisation like Jisc, I obviously need to talk about stuff we’re doing at Jisc. I kind of miss the keynotes I was doing ten years ago, when I had a lot more freedom on the topics and subjects I was presenting on. Back then I spent a lot of time talking about the future of learning, which the main thrust was that change is going to happen, but the important part of that journey was people, academics and students. The technology facilitates and provides affordances, but in the end it’s people who will want to change the way they do things and people will need to demonstrate leadership if they want change to happen. For the conferences in September I will mainly be talking about Education 4.0.

Friday I was back in the office in Bristol working on my preparation  for my end of year review. This year has been interesting as I changed roles in March so did not complete my previous objectives and inherited a number of new objectives.

I was reminded of the problems heat can cause this week with this photograph from seven years ago in 2012, my Google Nexus One got so hot I had to put it in the fridge….

my Google Nexus One got so hot I had to put it in the fridge....

My top tweet this week was this one.