Tag Archives: CMALT

MOOCs

MOOCs – 9 points on what I like, and what I don’t

Over two years ago I wrote about a few experiences I’d had with some online courses / MOOCs, and why I ‘failed’ (according to the general headline figures of engagement, attendance, etc. that are used in mainstream press).

I want to revisit this, in light of more experience in both designing MOOCs and being a student on them.

Disclaimer: This is based on courses I’ve taken on the FutureLearn, Coursera, Cloudworks, EdX, and WordPress (OcTEL) platforms. I also highlight whether is was a student on the course, or part of the development team.

1. Comments and Engagement: For the most part I’ve been a silent students. This is both deliberate and accidental. Where it’s been a deliberate choice to not engage in the comments and discussion it’s been because I knew I didn’t have the time or inclination to trawl through the hundreds of fairly uninteresting posts to add my two-pennies worth or find the one nugget of insight that is worth anything. It’s also because, for some courses, I didn’t have enough interest to take my engagement further.

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ALTC 2014 Riding Giants

How to innovate and educate ahead of the wave, Pt.3 #altc

‘Riding Giants: How to innovate and educate ahead of the wave’ is the title & theme for the 2014 ALT Conference – my first ALT conference.

This post is the final in my ALTC journey for 2014, and covers the keynote from Audrey Watters and the final few sessions, and a general overview ‘think’.

My final sketchnotes for ALTC are below, for Audrey Watters’ keynote which, despite everything we’ve heard about so far in the conference did not talk about learning technology at all. What we had was a fantastic journey through literature and history looking at the origins of our relationship with change (in the form of technology) and how our relationships and perceptions of change or futures are based on the self, not on the tool.

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ALTC 2014 Riding Giants

How to innovate and educate ahead of the wave, Pt.2 #altc

‘Riding Giants: How to innovate and educate ahead of the wave’ is the title & theme for the 2014 ALT Conference – my first ALT conference – and my second post, this one about the second day.

Well, when I say second day the first day never really stopped – one downside of being connected and part of a massive PLN is that the tweets, emails, DMs, mentions, etc. don’t stop. At one point at the end of day 1 I had to just say enough, put the tablet & phone down (to charge) and then go charge my own batteries. For those who were staying on site and continued the party & chats, you are clearly younger than me!

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ALTC 2014 Riding Giants

How to innovate and educate ahead of the wave, Pt.1 #altc

‘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.

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ALTC 2014 Riding Giants

Getting ready for #altc

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.

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Who are the Learning Technologists?

‘Who Are The Learning Technologist?’ by @HeyWayne

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.

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Year in Review / 2013

Year in Review / 2013

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

What is a Learning Technologist? eBook

I’ve been certified! #CMALT

David HopkinsAfter 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

Badges - New Currency for Professional Credentials

Learning Providers (wk.4) #OpenBadgesMOOC

Badges - New Currency for Professional CredentialsHere 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

Badges - New Currency for Professional Credentials

Another MOOC – this time #OpenBadges and Professional Credentials

Badges - New Currency for Professional CredentialsAs 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.”

YouTube: Badges for Lifelong Learning: An Open Conversation

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.