Regular readers will know I have written my thoughts and experiences about ‘what is a Learning Technologist’ for a number of years. Indeed the series of posts is into double figures now and consist of my own reflections, posts I read, research, and conversations I have with others in my ‘profession’.
In these discussions and collaborations I have also been attributed as a spark for others who have also started to question the role, and their role, in ‘learning technology’in others. This is by no small feat, but an honour in that the conversations are widening and engaging many more individuals and helping to focus and drive a deeper understanding of the roles, the individuals in the roles, and the expectations placed on the role (from ourselves, our colleagues and peers, our networks and associated organisations – like ALT or SEDA – and our employers).
One such, ongoing, conversation is with Wayne Barry (@HeyWayne) who is himself writing a series of posts on ‘Who are the Learning Technologists?’ on his blog. Now on his fifth post I thought I’d add a little to the conversation here to highlight, broaden, and engage the question(s) further.
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
Welcome to a final few thoughts on and about 2013: what did I do, what did I read, what did I achieve, what did I miss, what did I not do … you get the picture. Well …
- After thinking, planning, and talking about it for nearly two years I finally got round to planning, writing, and publishing my eBook on QR Codes in Education. (May 2013).
- Several years in the making I finally completed my CMALT portfolio and submitted it and gained my CMALT accreditation (November 2013).
- In October I re-read my QR Codes in Education eBook and realised it would read better with a different structure to the contents and I took the opportunity to make it available as a printed book too (November 2013). Working with the CreateSpace website I restructured the materials, redesigned the cover and worked on the 2nd edition of the book (also updating the eBook too to match).
- Worked closely with colleagues in Leicester on aspects of mobile learning, online marking and feedback, support, course reconfiguration, and roles & responsibilities.
- Presented a brown bag lunch seminar on “Improving the Student Experience Through Blackboard in the College of Social Science”
- I am proud to have helped launch the East Midlands Learning Technology SIG including Twitter, blog, LinkedIn group, Google+ group, etc.
Most popular posts (by month): Continue reading
The advance of mobile devices into our everyday lives continues, and doesn’t look to falter any time soon (if at all).
As educators and facilitators we talk and plan and design and write about implementing and using these devices (phones, tablets, etc.) as either part of the learning process or as an ancillary device, something additional, to where we want the learning to take place. But are we taking the students’ needs and hopes and desires into account when we do this, or do we think we already know and plough ahead regardless?
As I said in the ‘Improving Learning with Mobile Technology’ eBook “If children are spending more and more time connected online, then it stands to reason that some of this time will be in class. In your class? What are you doing about it?”. This is why the article in Research in Learning Technology - ‘‘I don’t think I would be where I am right now’’. Pupil perspectives on using mobile devices for learning – is relevant and important … it highlights the students’ perspective in a comparison bet ween two academies where mobile devices are encouraged in one and banned in the other.
ALT has produced a series of short films to give you an inside view of who we are (learning Technologists), who they are (ALT), what we do, and why members enjoy being part of our community. Announced on the ALT website earlier this week the videos are of, from, and about the ALT membership who are “making innovative use of learning technology in education about what it means to be part of the community.”
The three videos, embedded below, are:
- Using Augmented Reality to Enhance Learning and Teaching
- The Open Course in Technology Enhanced Learning (ocTEL)
- Seeing the Connections: Twitter Community Exploration with TAGSExplorer Continue reading
After an awfully long time I have written, submitted, re-written, re-submitted, and finally been awarded the status of Certified Member of the Association for Learning Technology (CMALT). When I say it took a long time, it’s not an understatement – here’s how and why.
- This is the twelfth part in my series of ‘What is a Learning Technologist?’ I have collected the series to date in a downloadable eBook – an update will be submitted to the online stores very shortly.
CMALT – The beginning
I joined Bournemouth University (BU) in 2007, fresh into the role of a Learning Technologist (LT) from 10 years as a commercial web designer. In all honesty I didn’t really know much of what I’d be expected to do but I knew my experience with online communities and techniques in developing and fostering them was key to my appointment. It just goes to show the faith and vision my interviewers had to see me for my potential and offer me the job! I joined ALT shortly after starting, which is where I first heard about CMALT. Continue reading
I am pleased to be involved in a project with Geraldine Murphy and Rachel Challen from Loughborough College which looks to explore the identity of a Learning Technologist through the “analysis of language”.
According to the Association of Learning Technology the definition of Learning Technology is defined as this; “Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment.” Learning Technologists are then “the people who are actively involved in managing, researching, supporting or enabling learning with the use of learning technology.”(ALT 2010)
However, to those working in eLearning, on a daily or ad hoc basis, the explanation doesn’t seem to be as clear cut and there has to be a continual explanation of the job role and the skills, experience and knowledge the role of a Learning Technologist demands. Continue reading
Here we are at week four and challenge four. At the moment of writing I’ve earned three out of four badges that have been issued, with my response for the third challenge updated to take into account the feedback and comments about the lack of details I made about the competency framework and individual student ‘persona’.
You can read all my posts from this MOOC on the OpenBadgesMOOC tag, when I’ve written them!
Week 4 – Learning Providers
I can see the benefit of looking at badges for the soon-to-leave-education school leavers, and those already in work either actively looking for a new role or to up-skill themselves. But please don’t ignore higher education and both staff and students in it. Undergraduate degrees (and postgraduate degrees too) have as much to do with life skills as the specific subject of the degree award, and badges are a new and clear way to showcase these skills if, as I’ve said before, the criteria is selected and applied carefully and considerately. Continue reading
“This article examined how higher education students used text and instant messaging for academic purposes with their peers and faculty. Specifically, comfort level, frequency of use, usefulness, reasons for messaging and differences between peer-to-peer and peer-to-instructor interactions were examined. Students noted that they were very comfortable with using both text and instant messaging. Text messaging was used weekly with instructors and daily with peers. Instant messaging was used rarely with instructors but weekly with peers. Students rated text messaging as very useful and instant messaging as moderately useful for academic purposes. Key reasons cited for using both text and instant messaging included saving time, resolving administrative issues, convenience and ease of use. Text messaging appears to be the preferred mode of communication for students with respect to communicating with both peers and instructors. It is concluded that both text and instant messaging are useful and viable tools for augmenting student’s communication among peers and faculty in higher education.”
Lauricella, S. and Robin, K. Exploring the use of text and instant messaging in higher education classrooms. In Research in Learning Technology. 2013, 21: 19061 – http://dx.doi.org/10.3402/rlt.v21i0.19061
- I’m sure text/SMS messages are 160 characters, not 140 as mentioned in the article? Perhaps they have Twitter and text/SMS mixed up?
Lewis, B. and Rush, D. 2013. Experience of developing Twitter-based communities of practice in higher education. In Research in Learning Technology 2013, 21: 18598 – http://dx.doi.org/10.3402/rlt.v21i0.18598
“This article presents the results of a case study of the use of a microblogging tool by a university academic to increase their knowledge and experience of social media for educational purposes. The academic had the role of digital steward in a university and attempted to use microblogging (Twitter) to increase professional contacts within the framework of a community of practice. Several types of data were collected and analysed. These included the structure of the network arising from the links formed with others by microblogging, the similarity of stated interests between the academic and others in the network, and the contents of postings such as their external references. It was found that a personal network had been established, with some of the characteristics of a community of practice. The activity demonstrated the utility of social media in supporting the professional development of academic staff using technology.”