Good bye ‘Death by PowerPoint’ hello ‘Sea-Sick and Confused by Prezi’.

Well I finally submitted to peer pressure and opened an Prezi for education account. I tried to rebuild one of my 'Advanced' PowerPoint presentations within the Prezi frames and it didn't 'do it for me'. Then I discovered this blog which explains my thoughts well.

I like new technology, but we shouldn't use just because others rave about it, we should use it because it suits the message we want to deliver. As Joby states:

For most though, Prezi is not the answer............. use whatever presentation technology you use effectively.

I for one will install the new pptPlex plug-in for PowerPoint from Microsoft and see what effect that has. Will I continue with Prezi?.... I will let you know after I have played with ppt a bit more. 

(Bill is my cheque in the post?) 

p.s. as someone who experiences motion sickness, poorly constructed Prezi means....[insert you own visualisation here]. Shawn presents Organization strategies to reduce motion sickness caused by Prezis

p.p.s I confess I also use Google Slides, and can presentation via from my Google Drive account on-line if I choose to.

Activity 9 Success? Failure?!

If you only do one thing…

find out why things go wrong

Examine why projects fail.

I read Tom Cochrane’s 2012 conference paper on failures in mobile learning projects.
The six critical success factors for the mobile web 2.0 implementation with the reviews of the effectiveness of  three mobile learning projects sent me wandering down memory lane

As tasked, I have provided a brief description for context and then listed the points relating to the “key successes” and “key failures” of the project (as memory permits).

Description:

Casting my mind back a few years ago, before smart phone were smart. I was asked to comment of a project which intended to provide nursing students with mobile devices to support reflection-in-action!

The proposal from colleagues was to issue mobile devices to students for use while in their practice placements and ask them to capture reflections in practice. 

This was the era when few students had their own mobile phone and there were public telephone boxes on street corners! 

The rationale was that students are often in placements at some distance from their assessor and the technology could be used to capture the reflections in practice so they were retained for feedback. Anecdotally students reported keeping written reflective diaries but may not do this in the moment but were reflecting at the end of the shift and potentially losing some of the detail and richness. They also did not submit the written reflection until the next meeting which was several weeks apart, so missed the opportunity for rich discussion in timely response.

The devices would primarily capture voice or use sms text messages and would be 'easy' to use. 

Once the student had completed their capture the intention was for them to send it back to their practice assessor (via mobile communication networks) so the reflection could be logged, analysed and feedback provided.

Device support, in the first instance the Telecom provider provided a handbook/ user guide for each device and the project team would provide the hands on introduction, set up account details etc.

Key failures:

Insurance (Disagreement in who would foot the bill to insure the devices, institution or students?)

Network coverage ( In the remote locations, there was no mobile network coverage).

Call/text packages (Disagreement on who would pay for the call/text packages)

Consent for use in Placement (Some naievity regarding this, it was thought that because there had not been any objection to students making written notes in reflective diaries that the clients would not object to audio recorded notes. Oops!)

Key success:

Colleagues were open to the use of emerging technologies for this purpose

Project approval gained, at this time it was significant as tech had not often been used in this way in nursing practice.

Funding secured, many projects don't get this far so it was a success point for the team.

Devices obtains (if my memory is correct we obtained something similar to the Nokia (Top right of the picture)

Support using the device while in practice was clarified, 

Students recruited

Foot note: if anyone who was involved in this project has clearer recollection of events then please add your comment below....

Activity 10.3

Activity 10.3

I had two questions...

1. How will I/we/they (academics) know when/whether the technologies deployed have enhanced learning? 
2. How can we identify when learners have disengaged from learning because the technology acts as something other than an enhancer? 

I am not entirely sure I have a succinct answer for either.. yet.

Right now I think my own experience for Q1 has helped me to feel more comfortable with the learner measuring this aspect. The learner will know if it has enhanced their learning, they can tell me this through evaluation of the learning activities I present. I think my role is to ensure that the technology I utilise in my teaching is inclusive/ used inclusively and where I make recommendations or use specific technologies, that they are freely available, easy to use, and suitable for the learning activities intended.

Regarding Q2, I got to this point personally a few times. Technology, even for the confident, can be overwhelming at times. A few times I did wonder whether the blog I began was enhancing my experience or creating too much stress ( from my over scrutinisation of my writing) to be worth the effort. A brief forum post would have been sufficient! I have Twitter but didn't really use it effectively, I have Google+ 'ditto', maybe I will use it more.... maybe I won't...

It was good to have choice, in the technologies and locations to post and build my evidence for my own learning activity. But to engage in meaningful discussions one to many, there was too much choice, this lead to my feelings of increased isolation. I think this view heavily shaped by my previous experience of online learning with clearly defined groups of members and communications in fewer locations. I have learned that I am an an apprehensive Blogger, Tweeter but can now reflect on experience.

I haven't felt a member of a cosy learning community but rather a knot contributing to create a huge Network...

So which knot are you?

I have enjoyed the MOOC. I have a few more weeks of materials to work through so I will continue my learning journey.

Just stuck my first badge on my backpack

Activity 5.2 and 5.3

Activity 5.2: Practicals

• What is your current virtual learning environment or the main technology you use? 
• Blackboard Learn 9.1.9 moving soon to SP11.
• How does it differ from the ocTEL platform? 
• It is a closed environment where the institution validates membership and access. The Course team decide on the look and feel of the course instance and use tools to create content. Students and staff are constrained by the LMS/VLE. In ocTEL there is more openness, the forum can be read by anyone without log in, blog pages are also public. This may be a concern for those students who are still feeling their way around the subject and may not want their learning experience broadcast publicly. 
• Our LMS/VLE environment is not available to the student after they leave the institution :-( Students creating a personal portfolio of their digital learning would need to export course resources and contributions from course into another environment to save for posterity. I am also doing this for ocTEL so I have my own personal archive. 
• What learning styles does it afford that ocTEL cannot? Where is it restrictive? 
• Blackboard provides style sets for various teaching styles These can be used to structure the course to focus on different learning styles. The challenge however, is when schools create standard templates to provide a common visual presence for their students then the teaching style templates get forgotten so everyone is presented with the same top level options. 
• The tool settings are restrictive. The limitation is that the content and interactions are within Blackboard and, anecdotally, some students find the steps for logging in to the environment and navigating to the activity too tedious to bother! The desired route would be a unique url for the tool activity with direct login so you can just click and post. 
• The visual presentation is restrictive, our design and artistically driven staff find the visual layout uninspiring and constraining. 
• Is it ‘open’ in the sense that you can develop or configure tools that fit your pedagogy (e.g. the learning styles above), or does it command a certain pedagogy? 
• It is not fully 'open' you are constrained by the tools within the environment and limited to their configuration. However, anecdotally, that is probably a blessing for some as they still just about manage the basics. Too many options and people start getting lost in the set up. 
• The limitation is that the content and interactions are within Blackboard and, anecdotally, some students find the steps for logging in to the environment and navigating to the activity too tedious to bother! The desired route would be a unique url for the tool activity with direct login so you can just click and post. 
• To increase functionality and provide 
• What are the wider implications of enforced platforms and technologies for higher education? 
• I struggle with the term enforced, my assumption is that technologies have been piloted and selected by institutions as being the best thing at the price they can afford at the time. They seek something which they can handle, maintain and have a support and archive package. It takes a brave HE institution to say we do not provide a technology environment to support your learning you can use what you, like when you like, how you like, and fix it yourself when it goes wonky. And for the academics choose what you like to create and deliver your content, we will not provide any platforms or technologies. 
• I think the challenge is the middle ground, better response from the product vendors, more customisation/personalisation/flexibility in the tools. Greater institutional support for students who want to build their own personalised learning environment which is joined seamlessly with anything the institution provides. Free access to a portfolio for alumni. 
• How can your learning platform promote inclusion? 
• The learning platform is the tool, it is what the academic does with it which counts. 
• Accessibility needs to ensure the resources./ tools can be used by all students regardless of ability or technical skill. It needs to be accessible across all platforms and devices so students can engage with their own devices (if they have them). 
• Resource needs to be made for students to access and engage where they do not have their own personal device. 
• Activities need to be designed to bring students together, discussion, reflections, group work, in a respectful and valuing way. 
• Most importantly the student must feel safe and a valued member of the class when using the learning platform. It is an extension of the real classroom, it is ok to ask questions and challenge each other and the academic must nurture and support this interaction to 'include' all the students equally. 

How I use Google apps - link to document here (Timestamp 14/06/2013 01:15:31)

My thoughts on synchronous delivery - view my forum enty here

Activity 5.3: What does Open Source mean to you?

For me OpenSource means, the creator has given the user (co-creatoe) free rein to adapt, modify, enhance their code. I have been a long time visitor to SourceForge to try things out for my own use.

• Do they force a certain pedagogical approach? If so, what are the benefits or drawbacks of that? 
• Depending on the design and architecture, the level of collaborative learning varies significantly from MOOC to MOOC. MOOCs have the potential to be flexible for the learner.
• Each MOOC requires the learner to engage with different software and applications and learning object file types. 
• I think that those learners who are less experienced or less confident with technology then the MOOC may not be their first choice, and there will always be the fun and need for face to face learning and skill development with the real object in real time, learning a craft, and art, etc.
• What difference would it make if the platform were Open Source?
• If we had sufficient expertise and resource we could have a platform with the look, feel functionality of 'what we want' rather than what it does out of the box.
• How does it differ from past initiatives for open content such as iTunes U or Khan Academy (mentioned in Week 4)? I see these as OpenResources not Open Source.You use these rather than manipulate it entirely.
• How does open content differ from open education?
• Opencontent is the content is freely available, usually open license for reuse, repurpose (Creative Commons  CC BY) for learning and teaching activities. 
• Open education is where the person creats their own learning pathway to meet their personal learning need, using existing resources, outside an 'educational' establishment. They set their learning goal and only they know when they have reached their goal. They may 'validate' their learning through communities, online reputation and badges, or through 'reputation'.
• I have added a comment to this weeks forum on this - read it here.

5. Platforms and Technologies

Kolb and Learning

Having read through the three key questions and considered my responses, I totally agree with Sandra's (ocTEL participant) comment.

I too try and include a range of ways of engaging my audience, my personal interaction and selection of technologies varies depending on the topic and the environment of delivery.

I start by recognising how I prefer to learn and the journey I have undertaken learning the subject matter and how I have learned to use the technology. I consider the value in the learner engagement with the technology, development of transferable skills.

In my role I am usually assisting staff to learn a specific technology for their own use in teaching and would use other complementary technologies and resources to assist.

In learning how to use the institutions VLE (Blackboard Learn), staff are exposed to the following technologies and tools, and may use them at ant stage of the learning experience depending on the outcome of the learning activity.

• Staff account 
• email 
• Web Browser 
• Tools within Blackboard (Bb) 
• content collections (text, image, video, URL collections) 
• quizzes 
• surveys 
• assignment 
• discussion 
• announcement 
• Third party tools and applications provided through Bb 
• CampusPack (CP) blogs 
• CP wikis 
• CP journals 
• CP lab reports 
• Turnitin 
• Video (VStream (Echo360) and YouTube 
• Document creation - html (Bb), Word or similar 
• PDF - Creation and Reading 
• Presentations - PowerPoint, Prezi, Notable 
• VPN - Remote access to networked drive 
• Images - VUW collection, Flickr 
• Library resources 
• Hard copy texts 
• Digitised texts 
• Dynamic content through the library collections 
• Digitised database collections (internally hosted) 
• Digitised database collections (externally hosted) 
• eTV 
• bibliography software- endnote, zotero 
• Social media 
• Facebook 
• Twitter 
• Participant response technologies - installed hand held devices and web devices 
• OER - what these are and how to find them for NZ 
• Copyright and Creative Commons NZ 
• Student submissions during class activities for for assessment, 
• Text 
• Audio 
• Video 
• Image 
• Cloud storage solutions 

Teaching space technologies - They would also learn to use the technologies in the teaching spaces, document cameras, white boards, they would also master specialist equipment and technologies of their discipline.


and more ...


Participant response technologies (clicker technologies) have the potential to be very powerful tools. With skilfully crafted questions, engaging activities and skilled facilitators/ moderators to receive 'back channel' questions and conversations, students can experience a rich and rewarding learning experience synchronously, whether face to face or on-line, and asynchronously via facilitated and moderated 'back channel' communications after the event.

Having participated in both mode of delivery and in face to face and on-line environments using web browser clicker technologies I am excited about the opportunities 'clicker technologies' provide learners.


The challenge is to choose the right technology/tool for the learning activity, the  learner and teacher and then use them well. 

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

4. Producing Engaging and Effective Learning Materials

Look for a resource in an area which is important in your teaching in one of the following resource banks.

1. How easy was it to find a relevant resource?
2. How could you incorporate this resource into your professional practice?
3. Which source did you find more useful (and why) – the ‘official’ resource bank or the open search?
4. Are there any limitations to the use of your preferred resource for your learners (e.g. copyright licence; login requirements)?
5. Would your own students agree that the resource you prefer is accessible?

My primary role is to support academic staff with their professional development in relation to TEL so the resources I need must have the 'academic' voice. Staff have commented on the appropriateness of some resource which are aimed at the 'FE/HE student body' on previous occasions.

So I set out to search for resources which would be beneficial for  academic staff who are developing their own digital literacy skills. and focussed on "Lecture Capture".

Where available, I used the advanced search in each repository to try and locate sources only for my particular audience.

• Jorum (85 relevant )
• Merlot (nil)
• LearnHigher (nil)
• Higher Education Academy – Resources Centre (2)
• Open University – OpenLearn (nil)
• Re:Source (Further Education orientated) (nil)
• University of Nottingham’s Open Nottingham. (nil)

• YouTube (estimates 3880) 
• TED (nil)
• iTunesU (I don't have a iOS device)

1. Finding the resource - I did not have any problems with conducting a search however the filtering of results was variable. Jorum and YouTube provided the most appropriate resources, reviewing the abstracts to determine suitability was time consuming.
2. Once I have reviewed the results I selected the most appropriate resources and linked them as supplementary resources in the resource collection we are compiling for academic staff. The resources need to give examples of Lecture capture, or reinforce  'good practice'.
3. I found both sources useful however the software provider has branded examples on YouTube which are product specific (marketing style) but clear messages. Several YouTube are usable but as they refer to another institutions use some may struggle with feeling a connection with the resource. Were the other resource banks ‘official’?
4. Regarding limitations, Copyright legislation will be the main one as the resources are not NZ based so legislation is different. However providing access to the actual resources was not problematic.
5. I hope so.

These are a few 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

The Early Days of Videotaped Lectures

Video taped lectures
My historical reflections on the early 1990's: there were regular late night TV broadcasts for professional development from the Royal College of Nursing.  As part of my Nursing professional development I used to tape them on VHS and then watch them while I completed the workbooks and readings provided in the professional journals. I played, paused, rewound to my hearts content! I only recently threw the tapes and workbooks out. Those old TV recordings were something else!

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.

MOOC via Blackboard!?!

COURSEsites

This looks interesting, a VLE/LMS for delivery of free online course, MOOCs. With the familiar branding and reputation of Bb... hmmm... one to explore sometine soon.

Understanding Learners' Needs... Webinar

Webinar

Digital literacy - how is it determined? What is digital literacy?

Beetham and Sharpe (2010) Digital Literacy Framework
Ask, what learners do rather than what they are good a may elicit more honest and genuine responses.

How we can find out about our learners - Finding out about learners' experiences with technology. The comments in the chat window were varied and it is reassuring to read that where the opportunities arise face to face verbal enquiry is used along side the technology such as polls, surveys for feedback.

Merging social (personal) with learning media, do students understand what this entails? personally I am trying hard not to merge my media.

This is an interesting overview... STROLL  These students have a range of technologies available and are using them to meet their study, home and work needs. I especially like the quote regarding studying at night sleeping during the day "when the nothing else is happening apart from lectures". This student obviously values independent study using the digital resources provided by the university above attending lectures in person. I also thought it was interesting how another student praised the 'boring' StudyNet ( VLE/LMS) environment but said how great it was because everything was in it, easy to navigate, well organised easy to search and it was provided by the institution and "quite possible the most useful thing you could use at university".

Using skills developed in social (personal) to use of learning media, many students do appear to do this adequately but recent observations show a distinct divide between those who do transfer skills well and those who struggle and regularly seek assistance.

Action to follow up:

Re read: http://www.jisc.ac.uk/developingdigitalliteracies

The design studio - resources. http://jiscdesignstudio.pbworks.com/w/page/65634841/Resources%20for%20OcTEL%20week%202

Facebook groups for schools - https://www.facebook.com/about/groups/schools

JISC learner experiences of e-learning  http://oro.open.ac.uk/30014/
Special Interest Group - The net generation and digital natives: implications for higher education

Re: To what extent should learning design be supported computationally?

To what extent should learning design be supported computationally – A webinar discussion between Diana Laurillard and Stephen Downes http://repository.alt.ac.uk/2209/

Unintentionally Diana demonstrated the technical limitations of Illuminate :-(  lack of control for the presenter in jumping through slides and the inability to run animated slides.

Word of the day: Connectivate = activating connections.


The Learning Design tool  https://sites.google.com/a/lkl.ac.uk/ldse/Home  Technology to calculate teacher time in creating revising teaching technology.

This looks like a useful tool to provide evidence to support negotiations for recognised time for academic activities, currently this is not specified clearly and it is 'as much as it takes' even if there are not enough hours in the day/week/ academic year....

Pedagogical Patterns Collector -  http://web.lkldev.ioe.ac.uk/PPC/live/ODC.html  "suite of tools enables teachers to share their good teaching ideas. It is intended to help a subject teacher see how a particular pedagogic approach can be migrated successfully across different topics".

This is valuable when reusing content or developing content for intentional reuse.

Useful to use in teaching development environment.

Action:

• Put some time aside to explore these two tools for my own teaching practice.
• Consider a project with staff using these tools and the perceived benefit from their use.

Activity 1.2

My Practice and  My Course

Reflect on where your learning activities lie on a matrix of ‘individual to social’ and ‘autonomous to directed’ learning.

1. How could you achieve your learning outcomes if the activity were conducted differently?
2. Would this be an improvement? If not, why not?
3. What technology would you require if you did things differently?

Current teaching - my activities at the moment are short workshops where the focus is on introducing academic staff to Blackboard (LMS/VLE)

Information advertising the workshop:

"This hands-on course introduces participants to Blackboard – a web-based environment used at Victoria to provide online support for learning and teaching. This course provides an overview of Blackboard tools and functionalities. You will learn how to set up a basic course web site, upload and modify course content, set up discussion boards and other communication tools. We will also consider issues of good practice in online teaching and learning. ***Using Mixed Media - Please bring your headphones for this session***"

Learner feedback indicates that the activities planned are suited to the achievement of the learning objectives. The main challenge is the variety of experience and confidence of staff, some find the session too long and slow while others find it challenging with too much and too little time.

I offer staff training in other ways one-to-one and drop in sessions for up to four people. So everyone has the chance for follow up after the initial workshop.

For those who do not want the workshop, I provide on-line resources and will provide a tailored response to their technology learning needs.

What technology, I am happy with the range of institutional technology available to me which is complemented with web 2.0.

I think the greatest challenge to my practice is the reliability and stability of institutional technology provision, which is under continual improvement, and matching staff to technologies where the diversity and complexity of teaching activities.

One of the factors influencing my choice of technology is the EULA. Where a web 2.0 technology is selected by the academic I advise them to have a 'plan B' for the students who do not want to sign up to using the web 2.0 technology. I believe that the 'plan B' technology needs to provide the student with a comparable experience to that experienced by the students using the web 2.0 tech.

So where do I place myself on the matrix?

My practice also moves across the matrix depending on what I am teaching and to whom.

In the example above I am more in the Individual domain, moving between Directed towards Autonomous as the workshop progresses. Social networking tools available within the workshop LMS/VLE environment provide learners with the opportunity to interact socially during and after the workshop.

My Course

Put yourself in the shoes of a student on a course you might be teaching, and share your ideas – via the same channels as above – concerning

• at what points of your course are there opportunities to express opinions and instincts?
• As a participants I am invited to give my personal objectives for attending the workshop at the start. I can ask questions at the start of the workshop, and am encouraged to ask at any point if I need clarification on the technology or terminology used. We discuss technology and the use in their teaching and I encourage 'open and frank' discussion. I can even join in discussion board to discuss my ideas with my colleagues in the workshop, or email my questions to the facilitator. 
• at what point do you have to absorb information and how?
• I have to absorb information all the way through the first half of the workshop and get to practice my new skills at the second half of the workshop. 
• at what points do you work with fellow learners?
• I work with the person beside me to discuss my anticipated use of technology in my teaching. I can discuss with fellow learners in the face to face workshop and afterwards in the Blackboard course.
• what percentage of the course is assessed individually or as a group?
• There is no assessment for this course, my aim is to develop confidence and skill in using Blackboard so I can go away and start creating my course.

Out of my comfort zone...

I can relate to this image,



Image: Dennis Callahan Title: come-out-and-learn

Activity 1.1: Champions and critics of teaching machines

Activity 1.1: Champions and critics of teaching machines


As I watched the film I was thinking about my school experience and how I learn as an adult, I enjoy the journey of discovery on the shelves of my local library, the internet and discussions with colleagues and friends. I also enjoy the self directed, self paced affordances that technology provides to support my learning journey.

I echo many of your thoughts,I too have been subjected to the tedious multiple choice assessments for mandatory 'Corporate training courses, I know why they do it but it certainly isn't a pleasant experience.

I expect it is fair to assume that the Teaching Machines (TM) were 'cutting edge' at that time. I remember using 'cardboard'cards to mark my Maths at school, we would shade in the blocks with a graphite pencil, post the card into the card reader and get told whether we were right or wrong. It was amazing at the time but within a year it was 'old tec'.

I think the principles of learning at your own pace, not missing on the content because you were away are still aspects of learning that today's students appreciate and in some situations demand.

I agree with Liz, providing prompt feedback is really important, at the least the TM provided 'instant' feedback to the students. As today's academics our institutions frequently have policies which dictate 'in class' assessment activities and turn around times for marking and providing feedback to students. With increasing student:academic ratios the use of technology delivered and 'assessed' work may be necessary.

Today's Tablets, can do all that the Teaching Machines did and more with bells and whistles.

In relation to the Emergent Learning Model http://heutagogicarchive.wordpress.com/2011/04/11/emergent-learning-model/, I believe the Teaching Machines would be positioned within the Formal Learning component of the model, due to the need to develop the content and assessment materials within the TM and set up the delivery. However the frequency and intervals in using the TM can easily be determined by the Individual. However in Skinners time I expect it was controlled entirely by the Institution due to the 'specialist' technology and the unlikely use outside the classroom. Today's tech permits the flexible use and the well equipped learner certainly has the opportunity to take control of their learning. I think this model would favour the TM and embrace the Tablet.

The TM doesn't sit well in relation to Communities of Practice model http://www.ewenger.com/theory/ , that particular technology encourages the learner to work alone, completing their own work at their own pace, reviewing their assessed results and then progressing on towards the conclusion of the learning activity. There is no opportunity identified for interaction with others so little opportunity for learning from others.
I don't think Etienne Wenger would be in favour of the TM, however I think he probably favours a Tablet .

Webinar week 1

Studying at home today... seriously slow broadband service :-( I can't wait for the high speed installation to happen.

Finally the Webinar recording plays (hooray!)


Teachers Talking about TEL. Liz Masterman. 17th April 2013

Activity- In the discussion that will follow Liz’s presentation, participants will be encouraged to reflect on the relevance of each theme to their own practice.

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ocTEL week 1 webinar

Five questions

1. Is there a tension what students want and what might be more beneficial to their learning?
2. ‘Good use of technology builds on all the education theory.’ Do you agree? 
3. What are the trade-offs and compromises in using (open) educational resources created by others?
4. Where is the locus of ‘cool TEL’ in your university/college and what is its relationship to institutional support?
5. What information will best help you decide whether to try out a TEL innovation (quantitative and/or qualitative)?

TEL

• Drivers
• Enablers
• Constraints

Think points!
Digital literacy and the desire/need to equip students for the workplace.
Staff adoption of technology driven by student request for its use.
Inconsistent use within the institution, students need consistent use of technology enhanced learning across the institution.
Student preferences and student numbers can 'constrain' Sometime we can only use what we have available in the time.
"Are students conservative"? concern that "over privileging students" with provision of online/digital resources has in some situations led to students turning away from the 'hard copy' resource.

"Is there sometimes a tension what students (say they) want and what might be more beneficial to their learning?"

Q1 - I have experienced tension where students talk about how much 'better' a colleagues teaching is from another's and when I have unpicked it the comments have often related to the technology used, the proficiency of its use, the use of or and range of media used. The 'better' has rarely focussed on the subject content. I think it is important to personally and institutionally acknowledge that the range and pace of emerging technologies is faster that 'we' can individually respond to so we should not attempt to adopt everything 'new' but be discerning and adopt and use 'well' that which is seen as the most suitable.

Q2 - I certainly do. We should design the assessment and learning activity before we select the technology. The technology should enable and enhance the learning experience. Bad, and/or unnecessary use of technology can have a negative influence on educational theory.

Theory-informed TEL - Theories of learning V theories of teaching.

Q3 - The trade off I have encountered is there is a balance between the expensive slick resource for large scale long term reuse and the cheaper less polished resource which may be for small scale local/discipline specific reuse.
On occasion an OER is too 'generic' sometimes people appear to struggle with words/phrases they are not familiar with or organisational branding which is not their own. I have also encountered really slick looking resources where they refer to legislation which is relevant in a specific country or contain information which is out of date. This has lead to recreating the resource in a 'cheaper' format locally.
On occasion sourcing and previewing the OER has been considerably time consuming, leaving me and colleagues thinking we could have pulled something suitable together in less time.
OER enable us to 'reuse' learning resources within our teaching wider that we may have done previously. In my teaching I have generally sought out existing resources which I can re-use re-purpose. I have regularly been delivering 'team teaching' and have developed and delivered 'shared' teaching content, this has brought challenges in applying your 'own voice' to the content during delivery. It is essential to be familiar with the material in advance so you can provide relevant enhancements and not be surprised by the content. However when developing these 'team teaching' resources there was reluctance to openly share, many team members took the 'shared' resources and tweaked them for delivery to their seminar/tutorial group which lead to student voicing dissatisfactions because they were getting something different.

At my previous institution we created a repository for these shared learning/teaching resources RADAR .
I have freely shared my resources for others to use, these have primarily been contained with Power Point presentations and distributed within a VLE. However my resources were never granular enough for the shared repository.

Where I am now working, I am beginning to venture into video and audio resources with the intention for use by others in my own institution. I am also exploring the creation of an institution level repository for video/audio of examples of learning and teaching activities which we can used to support the development of academic staff.


Q4 - We have an individual locus for many years and more recently there has been a central response. We have a number of Innovators and 'early adopters' and are delivering a strategy to support and enhance TEL across the institution - Digital Vision  My role is to support staff to develop confidence and competence using technology in their teaching. My 'students' are faculty members.

Q5 - What convinces me/ staff to use new technology. Personally a combination of own exploration, peer feedback and published research evidence. In my institution we have interviewed staff about this and there are a range of factors, certainly peer use and how they rate their experience is a significant factor as is the research evidence, there was also mention of student expectations having influence. The greatest constraint indicated is lack of time to explore, learn, evaluate TEL.

Week 1

Feeling like the White Rabbit in Alice in Wonderland.... I'm late!

I think I will do the 'one' thing this week.

Ok ... we have clickers and are using them at my Uni so I will skip the first one today; number two sound interesting but not today; four and five sound exciting... but today number three wins. I think that will be the most relevant and powerful one for me and one I do need to get my head round.


Watching.... Howard Rheingold’s interview with George Siemens.

...How Stephen Downes and George Siemens pioneered the development of massive open online courses where the participants’ knowledge and understanding is developed and co-created by articulating ‘connectivist’ links between resources and people on the web...

Observations and Think points!

University of Manitoba Decision to make the entire instructional process available. No additional cost in making the course available to 1000 learners versus 20, "no additional costs to us as educators".

Surely there are costs involved if tutorial support or moderated discussion areas, feedback on learner activities, posts etc.

In addition in my institution a considerable resource is provided to trouble shoot technology problems when student first connect to on-line learning. Is their an assumption that learners sort everything themselves.

Repeated MOOCs over several years 10000 participants so far! 

Elluminate has licensing fees! Stable and fast broadband and web-servers to host content also has cost. The administrative processes for 'validating courses'. How does the 'team meet the costs for creating and delivering MOOCs.  I may be missing the point here... I hope to become enlightened.

Educational providers should stop providing learning spaces and allow learners to bring their own spaces. 

This again assumes that learners already have and are able to create these spaces and use them for learning. 

The students referred to already appear to be tech savvy.

Focus on the course content being a conduit for connections, not for students to learn the content'. 

This certainly challenges my thinking to a degree. The students I have taught have come with the desire and need to develop a sound knowledge of the content and develop skills and wider knowledge to become registered nurses. There was a definite focus on learning and mastering the content.

I do like the focus on the learning and the community continuing beyond the end of the course and the opportunity for the learner to 'own' their contribution. Nothing worse than loosing access to everything in the University environment once you complete. 

Challenges institutions to think about how they provision for staff, do you need an expert on your pay roll or can you 'use others for elsewhere? This model would rely on the willingness of the experts to be available to contribute to your course, but you really need a back up if they are unavailable. Many of the courses at my institution do this within their 'on campus' delivery courses, using video captured lectures from 'outside experts in the field' and streamed to students through VLE.

I am intrigued by the student global learner, and the networked learning not being contained in one individual in one environment. This MOOC is certainly providing the global opportunity.

Need to design a distributed learning model. Challenges for existing universities . 

Distributed learning model will meet costs. Global faculty member, Institutions joining together to deliver!

DL model allows any existing educator to influence a global audience far reaching beyond the 'instutution/ classroom without increasing costs dramatically.

Educator is a contributing guide.

Dissolution of the boundaries of institutional control!

Wow.

Webinar week 0

Well I watched Diana Laurillard and wrote lots of notes into my blog and pressed save periodically  and some how managed to loose them all.....
Reminder to self... do as I tell my students .. compose in notepad then past in on-line .. grrrrrrrrr (bearing teeth),

If I find them I will add them to this page.....


18:20hrs.....02/05/13 

Hallelujah! I have just found the pdf from the slides and the transcript from the discussions in the #ocTEL resources. I can rebuild my notes :-)


Thinking points were!

• Course development time = 420 hrs 
• "We need to understand the pedagogical benefits and teacher time costs of online HE"
• "What are the new digital pedagogies that will address the 1:25 student support conundrum?"
• "How do we innovate, test, and build the evidence for what works at scale online?"
• "Scaling up will never improve the per-student support costs… unless we invent some new pedagogies"
• Big challenges Cultural, management, Economic, Strategic, Creative and Technical!
• "Teachers are the engine of innovation."

Further reading The New Media Consortium (2012) Horizon Project Short List: 2013 K-12. http://www.nmc.org/pdf/2013-horizon-k12-shortlist.pdf

Activity 0.5 updated

I could't decide which group to join, am I a nurse educator, a lecturer/tutor in higher education, a learning technologist or do I needi to join in the reflection on distance learning, TEL or something else?


Well..... in a rather unconventional break for a participant of a MOOC on technology, I met up with a colleague Tony  for a face to face reflection with yummy coffee in a lovely local Café.

• What can we tell about the range of experiences and preferences among ocTEL participants?

We were both impressed with the range of experiences and preferences of ocTEL participants, I am also a little in awe as I haven't applied my self to serious research despite the nagging feeling that I ought to.
I was surprised that so many people elected to leave the mailing list so early in the course. The number of emails were considerable but to be expected? (surely)? Multiple opportunities to select how and what to study, when and where to study and where to post.

• What challenges does this present for the course?

Again these choices appear to be 'too many' for some but ideal for others. Both Tony and I took the challenge to start a Blog for the first time for the course 'reflections' and 'evidence to the world that we are doing something, bit more open that the forums :-S

So many readings and so little time,

• In what ways is a MOOC well or poorly suited to these challenges?

I think the MOOC is suited to these challenges. It 'allows' the flexibility for studying 'martini' style, it provides materials to study (if you want) and wider resources to pick up (virtually) when you want more.
It gives the participant the choice in how to engage, post, discuss etc and in doing so it promotes the opportunity to engage with technologies, master their functionalities building skills and knowledge along the way.

Although I do admit to 'lurking' in the forums (I just couldn't help myself).

Mayday!

I had intended to post this yesterday (May 1st in NZ) well the joke will work somewhere surely.

I was very ill last week so now feel a bit behind... time for some serious catching up.