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 →
As part of a 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 eighth post I talk to Julie Wedgwood, a specialist in technology supported learning and experienced eLearning practitioner.
In the video below we talk about eLearning, what has changed since we judged the 2011 eLearning Awards, and Julie’s innovative skills audit / assessment which forms the basis for her #EdTechBook chapter: 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.”
After such a successful run earlier this year, the team behind BYOD4L (Sue Beckingham, Chrissi Nerantzi, Andrew Middleton, et al) are working their magic again – put the dates in your diary: BYOD4L July 14-18. I have been invited back again this time to work with Sue, Andrew, and Chrissi (and the other team members) and will be engaging course participants online.
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:
“The size of a small cauliflower, the human brain is the most complex organ in your body. It squeezes out 70,000 thoughts a day. But where does it store information? And how does it generate flights of fancy? Explore the inner workings of your personal ideas factory.”
This video posted to The Guardian ‘extreme learning’ section is a great introduction to “how your brain works” (and therefore learns).
Sorry, the video isn’t embedded but if you click it it will take you to The Guardian website where you watch the short video.
Whilst searching for some resources on planning and designing online courses I came across this excellent brainstorming ‘sketchnote’ (I’ll write more about these another time) from Giulia Forsythe called ‘planning your online course’.
Take some time to look at this in detail, there’s a lot here for you (click to enlarge it).
Another infographic, this time looking into how we can tap into mobile learning. Some figures from the infographic for you:
Only 17% of surveyed schools state that children are required to use mobile or portable devices in the classroom, and only 16% allow BYOD (Bring Your Own Device). Whether this is 16% of the previous 17% who allow the use of mobile devices or 16% of everyone surveyed is not clear.
Parents view the use of the use of mobile devices are used more effectively in early years classrooms to promote curiosity than in later years, but it is still significantly higher than for other uses, e.g. to foster creativity, to teach languages or reading.
Parents of children who are being encouraged to use mobile devices are more positive about the learning and educational potential of mobile learning. Notable differences in how parents view their child’s performance between those classrooms where mobile learning is required, to those where it is not, shows the biggest divide.
2/3 or parents think schools should help students use devices safely.
2/3 also agree that the very same mobile devices can distract children from learning.
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 →
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.