My first car was a 1993 Rover Mini Cooper 1.3i, in British Racing Green (obviously). I bought it second hand in ’97 from John Cooper Garages (JCG) in West Sussex, and the legendary John Cooper himself handed my the keys (and made my mum a cup of tea while I did the paperwork).
Like so many people who own a Mini it didn’t stay ‘standard’ for very long, as I read through the Mini magazines on the kinds of things I could do to personalise the car. I went to Mini events, like the London-to-Brighton Mini Run and the 40th anniversary party at Silverstone, and looked over the show cars and private cars that were parked up, as well as the stands and auto-jumble traders. I bought the whole set of JCG brushed aluminium door furniture (window winders, door pulls, etc.) and chrome accessories (bling!), as well as doing more mechanical upgrades like vented discs and four-pot calliper for both front and read brakes, and a full-length straight-through (manifold to rear ‘box) DTM-style exhaust system (ooh, that was awesome!).
This was the start of my love affair with tinkering and messing with anything that’s standard to make it personal for what and how I like it. Continue reading →
Like many in my line of work (eLearning, Educational or Learning Technology) I read. I read a lot. I read books, articles, blog posts, journals, etc. I sometimes tweet them, I sometimes print them, I sometimes actually finish them. Sometimes I bin them (those are the ones I wished I’d not started).
I’m going to try and keep a diary (a web-log, or blog, if you like) of the more important, or rather more interesting things I read, at or for work. I’ve also decided to up my game regarding my general reading habits … here is my side project of books I’m reading outside of a work setting.
So, I’ve been convinced (it didn’t take much) to write a 4th #blimage post, this time from Kate Graham.
You can read all my #bliamge posts here, and find out more about the challenge and how to get involved (hint: find an image, write about it as part of a learning journey or story or experience).
I’m not a fan of cricket (which is what Kate has written about), but can appreciate how sport and a game like that can capture the passion and loyalty of a nation, especially when it’s going so very well, or so very badly, which is unfortunately how England seem to play. Kate’s challenge image, the beach scene above, is much more in keeping with my wandering soul / spirit and something that brings a lot of very strong emotions to the surface.
It is these emotions, as well as the image itself, that makes me accept the #blimage challenge here. Yes, I lived in Bournemouth for many years, just a 10 minutes walk from the wonderful sandy beaches for the last 12 years, before moving to the part of the country that is the furthest from the sea. We used to walk or cycle along the 7 mile promenade from Hengistbury Head past the two Bournemouth piers to Poole Harbour, sometimes getting the ferry to Studland and along the coast to Swanage. We’d often stop and get our feet wet, sometimes just sitting down and enjoying the sunrise or sunset. Continue reading →
After the experience of my first #blimage post (Desks of Doom), and I saw the amazing challenges and responses, I couldn’t resist getting involved again. There have been many new challenges that I have an idea of what I would respond with, but it’s the ‘shark attack’ challenge from Phil Denman (Everything is not Awesome) that I wanted to follow up with.
But first, if this is the first time you’ve come across #blimage, here’s a brief summary of what it is. In short, Steve Wheeler (@timbuckteeth), in conversations Amy Burvall (@amyburvall) and Simon Ensor (@sensor63), started the #blimage challenge, which is:
“a confection of Blog-Image. (Yes, we are now in the age of blim!) You send an image or photograph to a colleague with the challenge that they have to write a learning related blog post based on it. Just make sure the images aren’t too rude. The permutations are blimmin’ endless.
So, my response to Phil’s challenge. I couldn’t resist simply as it uses Lego. It’s a funny set-up of shark chasing surfer dude … and for me it’s the representation of our attitude to the VLE and the student(s). For me the VLE is the shark, and the surfer is the student. Continue reading →
Is it possible to define the qualities of what makes a good online learning experience, or a good MOOC? Is there a check list we could have pinned to the wall which we could use as we design and build our courses?
Here’s a few items I think the list needs, feel free to add your own ideas in the comments field below:
Presentation: Is the student able to relate to the subject and the presenter / educator? This is not always easy as the platform (Blackboard, Moodle, FutureLearn, Udacity, etc.) often controls how the materials are ‘presented’. Even with these constraints you do have options on designing your materials and laying them out in ways which make them easy to navigate or interact with. Continue reading →
“The need to know the capital of Florida died when my phone learned the answer.” Chiveta
This is so true and, then again, so annoying. I find myself going online to find the answer for too much: imperial to metric conversion, place names, spellings, etc. It’s become too easy to rely on a search engine algorithm to get an answer that ordinarily I’d know, or at least be able to work out with a little time and brain power.
Which is why I am so proud of myself – this weekend I figured out something quite trivial without the help of Google. Yes, I finished the task off by using Google to find the name I didn’t know, but I used my slowly deteriorating grey-matter and did it myself.
Here’s a question I’ve been battling for some time .. how do you measure the ‘success’ of a MOOC? The problem is that I haven’t been able to define what the ‘success’ is supposed to be, so to try and measure it seems, well, a pointless exercise.
So, here’s a few thoughts I’ve had based on my experiences as a learner on MOOCs (yes, plural), and as part of a team developing and delivering 4 FutureLearn MOOCs now (with a few more in the pipeline too!).
Do you look for the headline figures of number of registered learners, or the number of registered learners that became learners (visited the course)?
Do you look for the number at the number of learners who did something, that engaged on the course in some way .. as either a number (e.g. 4,000) or as a percentage of the learners who visited the course (e.g. 40%)?
If you plan your MOOC to link to a paid-for course (degree, training, etc.) do you measure the success by the number of MOOC learners who enquire, or sign-up, to the linked course?
Do you look to the quiz or test responses, to see who’s retained and regurgitated the information based on a ‘score’?
Is it the final number of learners who make it through the length of the course to the end?
Is the number of comments a worthy of a measurement of success? Do courses that have more comments (either in volume or as a percentage of active learners) indicate a greater success than those with fewer?
Can you measure the success based on interactions on social media, through a defined hashtag? In which case do you measure the number of mentions on the hashtag or dig deeper and quantify the different sorts of engagements, ranging from “I’m on #such-and-such course” to enquiries or the detailed thought process involved in critical thinking along the lines of the MOOC subject?
Is a successful course one that takes learners from the MOOC environment into a related course, be it a MOOC or other paid-for course? If so, are you capturing that data?
I signed up for one of the free 1 month trials of Netflix when it was first available in the UK. I enjoyed it, then cancelled it. I’d got what I wanted. Then I realised I wanted access to the binge-watching phenomenons like House of Cards, Breaking Bad, and the one that started them all, 24. But more than this, as Donald mentions in his post, I wanted access to the kind of programmes I like and at my convenience. I am not always available at 9PM every Thursday to watch the latest instalment of my favourite show(s), just like I don’t actually want to wait a full week for the next episode. I first watched 24 on DVD, not Sky, so I did binge-watch the show, usually 4 full episodes a night (or 1 DVD) and went to bed wired for the next marathon 24-fest.
So, if we’re changing our viewing habits, are we changing our learning habits (as pointed out by Donald)?
As a parent of two lovely and very bright boys aged 4 and 5 (or, as they like to say, nearly 5 and very nearly 6) I feel the pain of all parents who don’t think the schooling is capable of adapting to all possible levels of children’s capabilities within the defined age/year structure that children are subjected to.
My 5 year old (year 1) has a reading age of a year 3 child, and is doing sums (numeracy) of year 2 and sometimes year 3. Yet his teacher has him doing number-bonds to 10 … something he could do 2 years ago. He’s been stuck here for a year already, not because he’s not developing, but because the school doesn’t think he can do it. He brings a new book home to read every other day from school and has read it within 20 minutes of getting home, he can answer quite difficult questions on the subject, characters, locations, emotions, etc. of the story. He writes lots too. Loves it. Continue reading →