This great little video highlights some of the themes and discussions that are going on (and have been going on for some time) around education and how ‘we’ can improve it from the ‘one size fits all’ attitude. Enjoy!
”Are we failing Superman with a traditional one-size-fits-all curriculum? People are different, their interests are different… Why wait 11 years to truly differentiate the curriculum? In this video inspired by the worlds of Peanuts and DC Comics, I offer some of my thoughts on a solution.” Marc-Andre Lelande
IBM have released five videos – “In the future, everything will learn” detailing their belief in where technology will take us in the next five years. In ‘The classroom will learn you’ IBM believe that the “classroom of the future will learn about each individual student over the course of their education, helping them master the skills that match their goals.” Something that is echoed (or mirrored) in the 2014 NMC Horizon Report also announced earlier this week, where ‘learner analytics’ are highlighted as a key trend (in the mid-range / 3 to 5 year context) and under the heading ‘important developments’ in Higher Education (time-to-adoption of one year or less). Continue reading →
When I read this article – “Invest in Your Customers More Than Your Brand” – from the Harvard Business Review (HBR) I couldn’t help but make similarities between ‘brand’ and ‘learning’, between ‘customers’ and ‘students’. That is why this post is called “Invest in your ‘students’ more than your ‘learning’.”
I know we shouldn’t see students as customers but the simple truth is that many of them think of themselves that way and, since students are paying up to £9,000 per year for their University degrees now, Universities are competing for students numbers in similar ways to companies competing for High Street or online shoppers.
There are some incredibly recognisable brands in the world today, but why are they so big and so memorable? When someone mentions a big brand what do you think? If I mention Nike do you think about the ‘tick’ logo, the quality of product, or the sports personality wearing it? If I ask about Marks & Spencers do you again think green and gold logo or the ease of parking at their stores? There is a difference here between what the organisation wants their brand to be, and what their customers think their brand is. Brand is not necessarily what you want it to be, but what your customers thinks it is. Continue reading →
As if my MOOC failure rate isn’t bad enough, I’ve signed up for another MOOC in the vain hope that I’ll complete it (only 1 completion out of 6 so far). This one is run through the Blackboard CourseSites environment and is run available for self-enrollment now for a September 2013 start.
The MOOC aims to expand flexible learning opportunities and authentic evidence-based assessment with the use of the Mozilla Open Badge system for “accreditation and employer recognition”. The participating organisations plan to use the MOOC to
“… convene and moderate an international discussion on the role of badges as a new currency of exchange for high value, post-secondary credentials for the new workforce … [and] will explore the ecosystem for a new credential economy based on badges and surface aspects of what would be required to adopt such an approach.”
Starting on September 9th this will run for 6 weeks, so hopefully I’ve done what I need to before I start on my Masters degree with Grainne Conole at the University of Leicester. I do however see one very large downside to this MOOC – there are regular synchronous online sessions planned each week and, being on the other side of the Atlantic, means they will running at an awkward time for those in the UK or Europe.
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.
But what was the question? Simple … when someone questions your activity on blogs, Twitter, Google+, etc., how do you respond?
“It’s actually really valuable to me, and it is only a reflection of how it has progressed. It was not always like that … it rather evolved to become what it is today!”
Cristina notes that it’s about the journey from nowhere to here, it’a about changing the way we work to get the most and best out of what is available. Whether it’s online, in the office, in the queue for a cuppa in the morning, in a meeting, etc. It’s all about making sure you have access tot the best of what’s on offer.
“[It's] important to remember that working and participating online requires you to change the way you work… or at least, to acknowledge that the way you work is not the way your mother imagines you work. Working from 9 to 5 in academia is just unrealistic. Concentrating for long periods of time just doesn’t work for me.” [emphasis is mine]
Yes. We haven’t always been online tweeting and ‘liking’ what we read or post. Continue reading →
Video as a guided lesson (flipping the classroom?): “The goal here is to help ensure that students watch videos actively—in other words, giving it their full attention. You also want to help draw students’ attention to (and reinforce) the most important concepts being presented.”
Pose a question at the beginning of each video to give students an idea before they watch of what to expect, what to look for, and what might be worth thinking about.
Present videos in an outline-like structure using concise, descriptively labeled links that include running times as shown below.
Embed short graded or self-assessments either in the video itself, or at the end of each video.
I’m a Learning Technologist. Regular readers will know I have an interest in using, and understanding how we can use, Social Media and Social Networks with students and learning. It’s not just about helping students understand their ‘digital footprint’, or improving their digital literacy, or how their actions online can affect their employability. It is also about using the different tools and techniques for learning and Social Media and Social Networks are a valuable source of learning materials from many different cultures and backgrounds.
Which is why this book is of interest to me – ‘Using Social Media in the Classroom‘ by Megan Poore. Billed as a book that provides “an overview of different types of digital technologies” it is more important to me and how I work that it also covers more contextual and “constructive guidance on how to safely and intelligently use them as tools for learning”. All good stuff I hope you’ll agree.
This quote from Megan is key to the understanding of the benefits for communication, collaboration, participation and socialisation of, and in, education:
“One of the most exciting features of social media for education is precisely their socialness. They allow us to break out of the paradigm of the monolithic learner into the more intricate and complex world of constructivist, active, and situated pedagogies.” (p. 8)
Week three and into ‘block 2′ of the five week Coursera / University of Edinburgh MOOC: ‘eLearning and Digital Cultures’. Are we leaving the bliss of utopia behind, or will be building on the fear of a controlling and dystopian ‘master’ as we become ‘human’?
“What does it mean to be human within a digital culture, and what does that mean for education?”
This week is introduced from the perspective that “we tend not to question, in our everyday lives, where the boundaries of ‘the human’ lie”. As with previous weeks we have a few videos to watch and criticise analyse as well as a few papers and web resources to read in order to define or answer what it means to be human in the future.
The advert from Toyota has had a lot of discussion in the Coursera forum but I have a more cynical approach to it – stop trying to intellectualise something that is pure marketing. Do you really think Toyota is trying to make some kind of moral message on the future of technology, or just trying to replicate other successful advertising or cinematic sequences? The end of the advert is very reminiscent of the end of The Truman Show, where Truman (aka Jim Carrey) has a choice to stay in the world he now knows is fake, yet safe, or leave to an unknown but world that allows freedom of choice and experience. Isn’t this also what education is becoming … isn’t this why we’re also doing this MOOC, for the freedom of choice?
The second advert, this time one of the adverts in the series from BT (UK) which is supposed to represent “authentic” human contact, taking a cheap shot at the Instant Messaging and Facebook generation in an effort to show how a simple phone call is the real thing. No, a conversation in person is the real thing, a phone call is the next best thing. If we take this scenario into the real world, into my day to day work, then I would rather walk along the corridor to someone’s office and talk to them properly than a phone call or email. In an online learning environment this is obviously not possible, and neither is a phone call (one tutor to ‘x’ number of students, that could be a lot of calls) – this is why Instant Messaging or discussion boards and/or conference calls (Skype?) are popular, and will remain so.
Online learning, or distance learning, or eLearning (or even e-learning) has been around now in various guises for quite some time.
This article from eLearn Magazine “7 Student Myths of the Online Classroom” highlights some of the more popular myths surrounding the student’s perspective of online learning. Please read the full article using the link above as the below is only my interpretation of them:
I can log into the class any time I want.
Yes, you can, but obviously the materials, resources, activities are (or rather should be) designed to encourage interaction, collaboration, and engagement with your fellow students. While you may not be scheduled to be online at 8PM every Thursday evening (remember any differences in time-zones) it is likely you ought to try and work out when others will be online so you can coordinate responses and make the most of your time together.
Instructors are available 24/7.
Don’t be silly. No one person, while at work, is available 24/7 (and if you are please stop it!). Even if the customer service of your supermarket or bank is available 24/7 you can be sure that it is staffed by a rotating shift pattern to rest the individual. We live in an always-connected world but we still need to disconnect and do something else. Online/distance learners do need support and guidance and, if their study pattern is in the evening and at weekend ‘should’ the Institution put something in place to support them during those hours? Discuss … ! Continue reading →