Q: how do you feel?

In response to comment: http://jillianpawlynoctel.blogspot.co.uk/2014/05/digital-learner-this-year-i-am.html 

Hi Tracey,

"I'd be interested to know how you feel your developing as a digital learner has influenced you as a teacher."

I am a multi-modal learner (see VARK 2014 post ).

Broadly speaking I consider my development has been growth in 'empathy' and 'technical ability'. I really enjoy 'having a go' and' trying things out'.

As a digital learner I have had many great and not so great experiences but I learn from each.

I have enjoyed the diversity of resources available to me via the WWW. The global network of learners from the courses I have undertaken 'on-line' has been great, I enjoy exploring from both my own and others perspectives.

I value open collections and get frustrated when I can't access recommended or essential readings because they are not available in the 'public' domain or the 'domain of my employer'.

I have encountered a diverse range of technical challenges, resource challenges with incompatible technologies and activities taking longer than anticipated by the 'facilitating teacher' or me as a learner. I love my new Chromebook but it frustrates me that so many 'teaching technologies' don't work inside the browser. Thanks #ocTEL for the live #YouTube stream.

I enjoy the freedom to explore my learning but also recognise I have to maintain focus. I enjoy the diversions the WWW offers but know the importance of a study outline with my key terms to retain focus.

Finally as a professional I also acutely aware of my 'on-line persona' and how this presents to the public, my peers, and students. My mantra is if I don't want the world to know it then I don't put it on-line! I have work persona which is separate from my 'friends and family' this causes some challenges as the technologies don't allow for this level of security within them, or don't provide the confidence level for the security I would like, so I use #Facebook for 'friends and family' and #Google+, #Twitter and #LinkedIn for my professional self. I also value as a student the security and privacy of a closed learning environment such as an institutional #VLE. I want to explore safely and when I stuff up I don't want to worry about the mistake being 'public', I expect the VLE to be a private, safe space in the same way as my 'physical classroom.

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So from these experiences as a digital teacher, I would say I am aware of the potential challenges students grapple with when mastering new technologies or using technologies in new ways. I believe that mastering the technology should not get in the way of the real learning purpose.

I am 'conservative' in that my teaching delivery is primarily via a VLE. I believe this provides students with a 'secure and safe' place to explore and learn without fear of it leaking into the public world. It is also supported by our IT help team so the student isn't 'on their own' when it goes wrong. I test my resources across a variety of devices and browser so I can try and iron out the glitches, or at least for warn students and provide 'help' information.

In the absence of institutional student access document management systems I do use Google drive to share resources and maintain version control. I also use other web2.0 tools as 'optional' tools in my teaching, I believe students should have a choice whether they sign up to the licence and should have opportunity to consider its level of openness before use.

My teaching activities on-line always include some reading, discussion, reflection and where possible some video/audio element (often YouTube) or a resource from our streaming server.

My students are primarily on-campus learners, we regularly get together for face to face discussions. Using their digital learning activities to prepare for the discussion.

I advocate that the on-line learning time is part of the learning time for the module/course and must not be considered a 'bolt' on. I offer face to face, on-line and telephone tutorials so students can engage in location rather than always attending campus.

For me digital learning (and teaching) is a richer, more personalised, and flexible learning experience, the openness of the WWW removes many of the boundaries to learning. I love being a digital learner and a 'conservative' digital teacher. It isn't plain sailing and over the years I have felt constrained by my work environment and curriculum and my professional identity. I carry around a 'virtual soap box' to stand on!

Soapbox
Image source: https://www.flickr.com/photos/transforminggenerosity/13776713843/

p.s. as usual for me this was composed, edited, and then finally posted..... as a rather lengthy response.

I then decided to compose in its own post ....... :-)

VARK 2014

The VARK Questionnaire 

How Do I Learn Best? 

My scores were:

• Visual: 10
• Aural: 9
• Read/Write: 10
• Kinesthetic: 13 

I have a multimodal (VARK) learning preference.

After I completed the check-list they provided my feedback and links to the following help sheets for study strategies that apply to my learning preferences:

• multimodal 
• visual
• aural
• read-write
• kinesthetic

You can find more information about your learning preferences in their downloadable book:
How Do I Learn Best? a student's guide to improved learning. More Information...

I like this graphical overview from the OnlineCollege.org 

Activity 8 Enhancement Strategies

Having reached week 10, I am stepping back and finishing what I started in week 8.... I always dreamt of being able to travel through time....

This week's focus is on enhancement strategies.

I will focus on this broadly as my current 'teaching' is limited to short skill workshops with small numbers of staff on campus and doesn't quite fit with the MOOC and Open Education model.

I really applaud the open education movement, but still wonder how it would be sustained as a global provision as a substitute to education through existing educators and educational establishments. How would the quality and credibility be affected if there were not the professors within higher/tertiary education, as used by Saylor.org, available to create these resources and provide peer review.

I love their tag line HARNESSING TECHNOLOGY TO MAKE EDUCATION FREE

Will the open education world develop its own 'professors' and critical peers through Badges and online reputation alone? or will universities still be required to do this? and at what cost and whose expense?


I really like the structured approach of saylor.org in their course delivery and that of the xMOOC (still getting my head around the cMOOC configuration).

As they are similarly structured to a 'traditional' higher education experience they may be more easily digested by academics seeking open content and students seeking to build their own learning experience.

Initial bullets: applicable aspects and challenges...

• Motivation, we usually have a clear motivation for studying. The where and how are big factors in this. Choosing to study in an Open Education/ MOOC model may not suit all our learners. So I do hope we don't throw the proverbial baby out with the bathwater.
• Video delivery, I started doing this years ago (I don't record many of my own but enjoy the OERs of others. Academics where I work have been using slides, videotapes and DVDs for many years and are now moving to the digital version and are catching on to the rich resources on the internet and local creations which we stream. 
• Digital media creation, this is something we are starting to do more of now. We slowly winning over academic staff to the idea that a video capture can be of value to the student in many ways. We just have to shake of the myth that face2face delivery is the only way. The biggest challenges have been cost for the equipment, servers, cameras etc, skill and time of the academic staff to create 'high quality' reusable digital media rather than live capture for one distribution.
• Flipped teaching, I started doing this years ago but didn't know that was what it was called! Local interest is slowly growing. We have a few champions, who are an inspiration to others. 
• Free access to books through digital devices. Fantastic and I already encourage this, I read lots of e and audio books through my smart phone (from my local lending library). Our limitation would be the licence provided by the publishing houses and student access to copyright content not published under CC BY. 
• CC BY is great to show permission for content sharing and reuse. 
• Peer reviewed resources add credibility and confidence to the courses.
• Use of Professor consultants to develop course content (!adds speciality and credibility!) but as indicated earlier, at whose expense? 
• Certificate of completion. Will this suffice in the professional workplace? Will it be possible for vocational professionals to become qualified entirely through Open Education? Is this the goal or are these the exceptions?

xMOOC

The final message in the video is that the MOOC is for those who are not the 'best of the best', those who are unlikely to get into the 'top universities'.

So it could/ probably is a great opportunity for students who unlikely or unable to get into the elite universities. But we should not sell them short. Traditionally students are paying many thousands $ £ for their 'university education', there is kudos in the experience, the student makes friends and builds networks with others which can be an asset to their work and career. All of which can be replicated, to some degree, in the virtual world.

Personally I believe the big challenge is its massivity and open aspect of the MOOC. As a student I want and need to have flexibility to study in my preferred way, this includes place and time, and I want and need to feel part of the cohort. When there are many thousands of learners and possibly only one member of the 'teaching' team I anticipate this would be a challenge.

I think the challenge here is for the Higher Education and employment community to value learning and skill development through non-traditional routes.
I believe we are still in an environment where employers of those in 'professional' roles require tangible validated evidence of learning. The certificate, degree, statement of professional competence. Will the Badge take over?

Activity 4.2: Evaluating a resource in your area

Evaluate a learning resource you would consider using in your teaching and learning practice


These are two of the resources I selected:
Lecture capture - an introduction - http://dspace.jorum.ac.uk/xmlui/handle/10949/16121
Lecture capture - the benefits - http://dspace.jorum.ac.uk/xmlui/handle/10949/16122

How do you decide when a resource is worth adopting? 
I run through the following questions as I use the resource. I try to engage as both the learner and the facilitator so I get a feel for the resources/asset/object.

1. Is the learning object appealing overall? 
2. Is the experience of using the learning object a pleasant one? 
3. Are the technical requirements easily understood and easily met?
4. Is it easy to find your way around the learning object?
5. Is the content complete and correct?
6. Are the activities appropriate to the content?
7. Is the scope of the learning object suitable: neither too limited, nor too general for your purposes?
8. Does it meet the educational goal you decided upon?
9. Are there any potential 'accessibility' issues?
10. Is the 'message, information' in the resource relevant and applicable to my location with minimal adjustment? 

(see: NMC (2004) GUIDELINES FOR AUTHORS OF LEARNING OBJECTS http://archive2.nmc.org/guidelines/NMC%20LO%20Guidelines.pdf page 20)

LORI is another useful Instrument http://edutechwiki.unige.ch/en/Learning_Object_Review_Instrument#Definition

What are the advantages and limitations of this resource?

Advantage is that it is a short overview to Lecture Capture and concisely explains what it is and why academics might do this.  Clear succinct explanation and short duration makes it comfortable viewing, no need to scroll through to the relevant bits.

Limitations, the branding and logo of a legal group overseas may be a distraction for some as the legislation differs here in NZ, however the content remains accurate and relevant. There is no provision of closed captions so is less accessible that it could be.

How could you incorporate this resource into your teaching? 
This resource will be included in the collection of resources presented to staff for independent study regarding 'Lecture Capture', the existing resources are text based so these video resources provide a more visual and audible resource. 

How will this help your learners?

The resources give clear information and are an academics perspective so may be more easily received than the text alone.

Are there any limitations to the use of this resource for your learners?

None that I can think of at the moment, 

Please comment if you feel differently.

Thanks

Activity 3.1: Theories of active learning

Activity: Write a short discussion piece on how you would relate it to

• how you learn;
• your current practice;
• the design of Technology Enhanced Learning activities

Primarily I learn by doing and reflecting on what I am doing and have done.

My professional background is Nursing, RNLD (UK);  RN (NZ), so I am informed and influenced by nursing theorists as well as educational theorists. Where I am engaging with or delivering TEL, I am always mindful of the learning styles and preferences of others.

My current practice I move through Kolb's cycle,

• Initially undertaking the activity (spontaneous or planned) (DO); 
• I observe the impact my activity has on others, the environment, the technology and myself (Observe); 
• I consciously think and reflect in and on the activity,what is happening?  is the activity progressing as intended, anticipated, desired? (Think) I overlap here with reflecting in and on practice and often draw on the work of Professor Chris Johns [See: Johns, C (1995). Framing learning through reflection within Carper's fundamental ways of knowing in nursing. Journal of advanced nursing 22 (2): 226–34. doi: 10.1046/j.1365-2648.1995.22020226.x. ]
• Having considered my actions and potential outcomes I then plan my next action (Plan) and identify how I will determine its success. 

As a registered nurse I am accountable for my actions and omissions and must be able to justify my decisions, this extends into my academic professional life too.  I am shaped by my professional role identity and professional reputation. I acknowledge applying the same scrutiny to my adoption and use of technology in my own learning and acknowledge my 'biases' when I am assisting others with exploring and undertaking TEL.

When designing TEL activities I begin by asking the learner to identify their outcomes (plan) to become aware of what they want and need to do to meet their personal learning goals and map this against my intended learning goals for the TEL activity.
I include technologies and activities which provide the learner with the opportunity to actively participate and or create (do) e.g. produce an artefact, video, audio, text, image, discussion etc;
 offer encouragement to observe their activities or outcomes and the impact this has on others, environment etc e.g. reflective discussions, writing individual diary, journal blog etc;
 provide time and opportunity to think about the learning, this might be through personal reflective journals, asynchronous group discussions or blogs or face to face in person or through technology i.e. skype;
 and develop plan and revisit and refine the initial plan/ personal learning goals, as the learner engages with their learning I encourage them to plan.

What is Learning?

Designing Active Learning

What is learning?

Activity: Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? Consider this overview of categories of learning “suitable for instructional design planning“ in the table 


My learning activity, to use Twitter purposefully.

Source: http://www.flickr.com/photos/opensourceway/ 

I learned about Twitter some years back, but didn't feel the need to sign up until I attended a conference last year where they really promoted the value of Twitter for live participation during the events (think).
I needed something tangible to convince myself of the need to Tweet. The conference gave me a purpose. I signed up for a Twitter account, for work purposes only (IIa, III) (plan). I think I made two Tweets during the events (do) and observed people face down in their phones rather than facing the speaker (which was weird for me) (IV) (observe). I also sough out people and groups of interest to 'follow', my motivation here was 'is what they were Tweeting of genuine interest or value to me'? (IIa, IIb, III) (think).
So knowing why I want to, need to share my thoughts, ideas, instantly with the world via Twitter (Ia) was my first challenge in learning the technology. Knowing what Twitter is, what it isn't, the benefits and limitations are and how to develop protect my personal and professional reputation are also key (IV) (observe, think, plan).
I recently created an embed code so my tweets and those of ocTEL appear in my blog page (IIb) (do), I also added instructions in my Bb course environment for those colleague who want to embed Twitter into their courses (II) (do).

I recently posted several tweets, because there was a button on the page I was on, not because I really felt it was valuable to share my activities with others (do). Although I am happy to share my thoughts with those I now and trust within my personal and professional circles, I have yet to overcome my anxieties about Tweeting, warts and all (IV) (think). I admit that I am periodically Tweeting during this ocTEL course, but don't prioritise my time to follow all the tweets of those I follow or seek out new tweets (IV) (do, observe, think, plan). Having said that when I do get round to logging in to Twitter I always find something to visit from those I follow (do).

I am confident and comfortable in explaining the value and terminology of Twitter to colleagues,  I appreciate the value in a technology like Twitter for sharing thoughts, ideas, links etc to others. I will continue to reflect  on 'why I follow the tweets of others', 'why I Tweet' and seriously would anyone really miss it if I didn't! and continue to develop my 'Twitter Literacy' .

Key: A small typology of learning types



I attempted to fit my reflection on learning within the typology of learning types identified as "suitable for instructional design planning" but found I was drawn more to David Kolb's learning styles model and experiential learning theory (ELT) http://www.learning-theories.com/experiential-learning-kolb.html  it is more fluid and feels less hierarchical.
Image : http://www.businessballs.com/images/kolb's_learning_styles_businessballs.jpg

Understanding Learners’ Needs

Activity 2.1 - Survey experience.

1. Using the ‘readiness for online learning’ themes that you identified in the previous activity, discuss the extent to which they feel ready to engage with TEL.
2. What expectations and concerns do they have about using TEL?
3. Do these expectations resonate with your experience of this course?

What is the purpose of the survey?
Who is it for?
Does the university retain the data from the survey? What do they do with it?

I can see the value for the student in helping them to prepare/decide to undertake online learning. The survey would only be valuable if the student could access further support to become 'ready' where they are motivated to study at a distance and on-line.

The four surveys are rather simplistic but I can see their relevance.

I have fielded a few calls recently where students just haven't appreciated the demands of a blended course where the majority of their time is out in practice (Nurses) undertaking study online from work and home (and anywhere in between) and appear to have little confidence with the technology and skills they needed to keep going. The main challenge was their motivation, the course is a mandatory aspect of their professional development. Geography required their undertaking the course in blended delivery.

In this situation I am unsure how these survey tools would assist the learner is answering the question 'is online learning for me?'  

For the student who is deciding on whether to undertake online learning and has not done so before a survey may help them decide.

I completed http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp

I scored 11.  Their response for the survey was "You are a great candidate for online learning."

I selected yes against, When it comes to schoolwork and deadlines, are you a procrastinator? Because I am. It is amazing how interesting the Ironing can become if the topic I am studying isn't engaging.

The important aspect of this type of survey is it sets out the technology expectations and requirements for the course and the attributes of the learner in a simple easy to follow survey. It may be a little too simplistic regarding Internet availability and service. Here in NZ you may have a computer and phone line but may limited Internet capability.

and
http://distance.uh.edu/online_learning.html

A more comprehensive survey. I scored 206. The feedback only went up to 201 so I am 'more than ready to go'!

As before my skill and mastery in procrastination when I am not feeling engaged mean't a few questions were lower rated.  This survey may provide potential students a greater feel of their readiness for online learning.

Responses to questions:

Having read through the posts in this weeks discussion forum, I observe a variety of participant views and experiences. There are many who are highly digitally literate, innovators, early adopters , digital natives (more Jargon I hear you cry!)  and there are those who are novices, potentially new users on distance/online learning as students, (perhaps some who are bravely trying out the MOOC to see how it feels to be a student in this environment).

Concerns focussed on their own student readiness. However the stronger voice questioned the value and validity on the survey, questions about who is the survey for?

Reflecting on the withdrawal of individuals from the ocTEL email list at the start of the course, would a survey question which asked about 'familiarity or usage or email lists have prepared these users for the volume and frequency of emails received?