As part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this second post I talk to Wayne Barry, Education and Social Technologist at Canterbury Christ Church University, Kent.
DH – Hi Wayne. How does the use of technology, in all its various forms, affect your day-to-day working life?
WB – Hi David. That’s an interesting question and one I hadn’t considered before as technology is so much a part of our lives that we don’t always stop to consider it’s role and impact.
As part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this first post I talk to Sue Beckingham, Educational Developer at Sheffield Hallam University.
DH – Hi Sue. How does the use of technology, in all its various forms, affect your day-to-day working life?
SB – It’s an integral part of my daily routine. By this I mean that I make use of the affordances of my mobile phone to access a wide range of apps to help organise my day, provide me with news, information as part of my research and of course social networking places where I keep abreast of what’s happening out in the field via my personal learning network (PLN). Continue reading
From the Sh!ft eLearning website – 10 Ways to Keep ELearning Interesting. Creating the learning resources and delivering the content is one thing, but creating and delivering content that is both engaging and thought provoking (and ‘sticky’) is something else. This infographic (below) is a nice handy chart on the kinds of things you could consider adding to keep the learner interested.
“Even more than other types of education, eLearning must struggle to attract learners’ attention: the Internet is full of distractions, and adult learners are both busier and more free to indulge in distractions. Helping students to pay attention is a primary concern of training professionals, so here are some optimal methods to win the attention game in 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
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.
Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.
Kearney, M., Schuck, S., Burden, K., Aubusson, P.. Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, North America, 20, feb. 2012. Available at: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406. Date accessed: 08 May. 2014.
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
Next week is the 2014 Blackboard Teaching and Learning Conference in Dublin. The programme looks very comprehensive and has 6 streams in motion, which means it’s going to be very difficult to attend and cover all the sessions I want to attend – which means I’m going to have to be very selective about what, and who, I see.
Here’s my first impressions of what I will try and see –
Wednesday, April 30.
- Keynote / Prof Stephen Heppell. I have met and talked with Prof Heppell on numerous occasions (at Learning Without Frontiers in 2011 and during my time working at Bournemouth University) and know that his unique perspective and style will make this keynote both interesting and hugely profound on the issues affecting education today. This is one session you do not want to miss. Continue reading