Category Archives: eLearning

Education and the Internet

Reading: Education and the Internet

The 2014 IGGY Junior Commission report on Education and the Internet is an important read. I’ve not had chance to digest all of it yet, but what I have read makes for some uncomfortable reading for Higher Education – take note: children understand the technology they have access to, the understand the possibilities (and challenge them), and know how they want to use it and bring it into all aspects of their lives, including learning / classroom / education.

“The IGGY Junior Commission enables ten of the brightest young minds to collaborate with one another to achieve a global goal. These young people are the potential leaders of the future and deserve an opportunity to share their views and recommendations.”

Research and interviews from 289 school children and 109 teachers from 14 different countries helped form the conclusions of the report which include:  Continue reading

5 Tips To Engage Your Students in eLearning

5 Tips for engaging your students #eLearning

A handy ’5 tips for engaging your students in eLearning’ infographic – something to print out and stick on the wall as a handy reminder of what you/we can do to make it easier for students to get the best out of their (e)learning:

  • Keep it interesting & relevant
  • Keep it organised and uncluttered
  • Keep it interesting
  • Keep up to date
  • Make it engaging & interactive

5 Tips To Engage Your Students in eLearning

Continue reading

The trails we leave #eLearning

Continuing my interest in data and how it can be used, this project and associated video is a very useful indication of how data from one App (called ‘Human’) can show us how we move.

Do you walk, run, cycle? Continue reading

Utopia Classroom 2050

Classrooms in 2050

What will classrooms look like in 2050? Of course it’s easy to picture (!), haven’t you figured it out yet?

Yes, I know that I know nothing of this, which is why five leaders in their field were asked what they thought about it: what is the future of education? by Ariel Bogle.

This is what they think. As I read it (and please do so yourself on the link above) I got more and more annoyed. It was less and less about classrooms or learning in 2050 and more about ‘what’s happening now you think will have an impact in 30+ years time’. Only two, Naomi Davidson and Michael Gibson, seemed to truly look beyond the here-and-now projected education 36 years forward.

  • students will already be used to “interactive, engaging, live classes from anywhere they may happen to be, with the only requirement being a camera, a screen, and a wi-fi connection.”

Is this a warning? If we’re going to truly support engaged learners we need to get this done at the basic level to enable further change, connection, etc.
Continue reading

Progress

Progress …

It’s useful to reflect on progress, or projects, or my work in general. Seeing as this is my 6th (or 7th – see I’ve lost count already) week in my new role at Warwick Business School (WBS) I thought I’d reflect on my ‘general’ duties as a(nother) newbie … how do my new days at WBS compare with my old days at Leicester and Bournemouth?

  • Blackboard.

No more Blackboard! Well, that’s not entirely true as I’m now using Bb Collaborate to support core WBS activity and DL programmes. I’ve been learning the subtleties of how WBS work with and run Bb Collaborate sessions and how it integrates with the VLE (myWBS).

I’ve said it before and I’ll say it again … I like(d) Blackboard and will kind of miss it. Once you understand the subtleties of what it is and how it works you can do what you want, most of the time. In my experience people who moan about it the most have spent less time trying to work with it, almost fighting against it.

  • New VLE

Continue reading

BigDataTEDx

What can 500 billion words tell us?

Big Data and Learning Analytics are ‘big’ things at the moment – lots of chatter and papers and articles are coming out on it. The Horizon report has had it on it’s list for a couple of years now.

But what about using data from 15 million digitised books to investigate trends in grammar, perspectives, ideas, passions, people, etc.? If you like data, you’ll like this.

Now, think about this approach and using it on student data, engagement rates, assessments, learning materials, attendance, activities, etc.? See where this is (could be) going?

Erez Lieberman Aiden and Jean-Baptiste Michel show us how it works, and a few of the surprising things we can learn from 500 billion words (TEDx Boston – What we learned from 5million books).

BYOD4L

Bring Your Own Devices for Learning: July 14-18 #BYOD4L

After such a successful run earlier this year, the team behind BYOD4L (Sue Beckingham, Chrissi Nerantzi, Andrew Middleton, et al) are working their magic again – put the dates in your diary: BYOD4L July 14-18. I have been invited back again this time to work with Sue, Andrew, and Chrissi (and the other team members) and will be engaging course participants online.

If you’re interested the details are below

YouTube: Bring Your Own Devices for Learning: July 14-18, 2014

Continue reading

Big Data Learning Analytics

Big Data, Learning Analytics, and the Learners

Big Data is the new buzzword. It’s not ‘big’ enough to topple MOOC from the lips of educatros, but it is becoming a topic that is being talked about more and more.

Firstly, what’s the difference between Big Data and Learning Analytics (if there is one)?

Learning Analytics, as defined by the 2013 Horizon Report is “big data applied to education”. There, that helped yes? No?

Then what is Big data? According to Lisa Arthur it is confusing in that it isn’t just one thing or the other, it is “a collection of data from traditional and digital sources inside and outside your company that represents a source for ongoing discovery and analysis”. Ed Dumbill says that Big Data is “data that exceeds the processing capacity of conventional database systems. The data is too big, moves too fast, or doesn’t fit the strictures of your database architectures. To gain value from this data, you must choose an alternative way to process it.

Continue reading

TurningPoint / ResponseWare

ResponseWare / mobile Audience Response System (ARS)

For those who don’t know it, or want a brief reminder, ResponseWare is the online/mobile version of the TurningPoint in-class ‘clicker’ handsets. Prior to the lecture or class the tutor adds a slide or two to the presentation which will need the students to use the clicker handsets to answer a simple multiple choice, likert scale, or true/false answer. Providing you remember to save the ‘session’ once you’ve finished you can query the results and get reports based on a per question or per respondent. Nice!

ResponseWareResponseWare is the natural progression for this technology, using the student’s own devices (BYOD) to connect and engage with the topic, concept, or session theme, and also to provide a focus for in-class discussions before and after the polling. Continue reading

A student’s lecture to professors

Student asks “Why am I here?”

This article by Austin Fitzhenry asks a simple question: “can students teach their lecturers a thing or two?”

  • Go read the full article on the Times Higher Education website, it is very good, extremely well written, and full of thought provoking comments and observations that need consideration if we are to improve the relationship between ‘teaching’ and ‘learning’.

Below are a few sections that caught my eye for one reason or another: 

“The question “Why am I here?” often strikes in the 73rd minute of a droning lecture. Don’t misunderstand – I love lectures. But only if the person delivering it knows how to allow learning. And yes, I do mean “allow”, for academics don’t create learning – only the student can do that. Unfortunately, most if not all lecturers are crippled by misunderstandings about their students and ill-founded assumptions about education itself. If we can filter the mud from the Pierian Spring, then they will have far less frustration in their lives and students will stop wishing that they were somewhere else. So one afternoon, after a particularly frustrating day with my professors, I sat down and wrote my lecture to them. I pray that they are taking notes.” Continue reading