‘Riding Giants: How to innovate and educate ahead of the wave’ is the title & theme for the 2014 ALT Conference – my first ALT conference.
With the conference themes being weaved thoughout the three days (education, innovate, communicate) the opportunities are here for all delegates to take what they need, give back (through questions, discussions, informal tweet ups, etc), and enhance not only their own ideas and practices but those around them.
I don’t want to say I’m surprised by the level of engagement, as that implies I might think that we (learning technology-type people) have such a low level of engagement or closed-door mentality at these events (which we don’t), but I am enthused and proud when I look around the room at the discussions and engagements that are taking place. From lunchtime to coffee breaks, to break-out activities to keynote speakers, this first day has been energetic and had a buzz around ‘being together’ I’ve not experienced since my first FOTE conference in 2009. There is clear symmetry in what we are all feeling as part of the Learning Technology fraternity these days; from MOOCs to student engagement, academic buy-in, digital literacy, experiences, virtual vs. real worlds, etc. as there are so many overlaps between session presentations.
The 2014 ALT Conference is just around the corner (in more than just time – it’s being held at the University of Warwick, which is where I now work!), and I’m getting ready for it.
The theme for this year (and my first ALTC) is ‘Riding Giants: How to innovate and educate ahead of the wave’ , and the wave I’m trying to crest at the moment is planning the sessions and presentations I want to attend. It’s not helped by the fact so many of them are interesting, and that so many of them occur at the same time as each other.
Day 3 and the final day of the 2014 Blackboard Teaching & Learning Conference in Dublin. A few more sessions to keep us amused and awake, a few more strong cups of tea, and a fond farewell to Dublin & Blackboard.
Only a few sessions this morning, but a great opportunity for a few more sketchnotes.
Dan Hewes: Developing an exemplary course for Bb Mobile Learn
Day 2 of the 2014 Blackboard T&L Conference started with the usual Bb roadmap, which I’ll leave for others to cover.
As with the sessions I followed yesterday I’ve continued to sketchnote my way through them, making notes of the ideas and concepts rather than the specifics of the detail and data. Here are my day two sketches:
Dan Hewes: Flip your class with Blackboard Learn Continue reading
At the first day of the 2014 Blackboard T&L Conference I made a decision – tweet less, listen more, take/make meaningful notes, and enjoy the sessions for what they are, not what I wanted them to be.
To this end I am Sketchnoting my way through the sessions, and here are my sketchnotes for Day 1.
Keynote: Prof Stephen Heppell Continue reading
For the first time in, what, four years I am not planning trains to London for the annual Future of Technology in Education Conference. I’ve got to say, it’s quite a wrench to say that as it’s both a good conference and an excellent opportunity to network.
So, why am I not going? Two reasons mainly but ultimately I wanted a year off: it can be quite a trek to get to London which is made even harder when you have to factor about getting across London as well and then, with the conference being on Friday, the journey home with everyone else who’s evacuating the city is always a nightmare.
- With only 300 tickets available there are far more people following online, either through Twitter #fote13 hashtag and the personalities and presenters themselves, Facebook and Google+ pages, or the streamed service. So, this year, Continue reading
Date: July 3rd, 2013
Location: Loughborough University
Details: “Pedagogy, policy and support: taking lecture capture to the next level”
Twitter hashtag: #lborolc13
With discussions taking place around the College and University about the merits and technicalities of providing students with recorded materials, the timing couldn’t have been better for this workshop.
Hosted by Loughborough University with keynotes and sessions from leading users and supporters of lecture capture technology, the event was a good introduction to what experienced users are doing with he established technology, and how these enhancements are being vowed and used by students.
What do I want to get from today? I’ve used and been a supporter of lecture capture for many years now, and am enthusiastic for its introduction at Leicester. I want to build on my existing knowledge and understanding, how this has changed in the year or so since I moved to Leicester, and how established users of lecture capture technology are taking things forward and developing the techniques and pedagogy surrounding the technology.
We also need to be careful we do not ignore the ‘other’ questions that need asking: it’s not only about the students and pedagogic use of the technology, it’s also about how it’s implemented. We need to be sure to address the resources and resourcing, the implementation, the strategy surrounding its installation and use, the pedagogy, the support, etc. It is not about how we use it, it’s about how well we use it.
Read the full report on the College’s TEL blog: staffblogs.le.ac.uk/telsocsci/report/report-pedagogy-policy-and-support-taking-lecture-capture-to-the-next-level/
It was during FOTE12 that I had the first hint of an idea on how to take conference attendee engagement to the next level.
As the curator for the ULCC YouTube videos from FOTE12, I had hoped to collect a series of video interviews with deleagates and produce a number of videos on the delegate responses to the conference theme and ‘future of technology in education’ issues. It did not pan out as planned on the day, so instead I used the archive of tweets from the conference (thanks to Martin Hawksey), as well as the great photos of the day taken by the ULCC photographer.
Here’s what I thought … take the delegates engagement in the conference activity (weeks and even months before the conference itself), add in a new feature in the Conference App (or associated website), and a little bit of 1980′s TV, and you’ve made a great way for individuals to be involved in the conference.
Here’s my idea … Continue reading
Day two of the Durham Blackboard started with an extremely useful insight into the roadmap Blackboard is taking with their product(s), as well as Blackboard’s own opinion on the conference theme: “Make Do or Spend?”. However, the Conference’s second keynote is from Jeremy Knox from the University of Edinburgh and was on “MOOC pedagogy: the challenges of developing for Coursera”.
What challenges, dilemmas, and opportunities do MOOCs offer:
- cMOOC (connectivist) and xMOOC (Udacity / Coursera / edX – Institutional led): what is the value to the distinction between each?
- MOOC tutoring & support is ‘light touch’ approach with low study hours per week, with certificates for completion and not credit.
- Udacity is more corporate association developing MOOCs (for-profit, independent of institutions). Continue reading
Day two of the Durham Blackboard Users’ Conference started with this extremely useful insight into the roadmap Blackboard is taking with the ‘Learn’ product, as well as Blackboard’s own opinion on the conference theme: “Make Do or Spend?”.
Greg Ritter (@gritter), Director of Product Management with Blackboard Learn, showed Blackboards perspective on ‘the challenges ahead’ and on the conference theme, ‘Make Do or Spend?’. Greg showed us, and discussed:
- Blackboard Analytics [product]: extract student data, from both Blackboard and Institution student-records systems, for use in reporting to different stakeholders.
- Focus on fundamentals, 2010 to 2012: