‘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.
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.
Tom Khulmann, on the Rapid E-Learning Blog, regularly writes on techniques and tips for eLearning success. Recently he wrote about a discussion thread happening on the Articulate community site about pet peeves of eLearning professionals. In his reply he outlined not only some of the more recognisable pet peeves from the community (e.g. “the words ‘can you just’…?”) but his own personal favourite: locked course navigation.
Mine … well, the list is long and there isn’t one single thing that stands out from the rest, but if I had to name one pet peeve over all the others I’d say it was apathy. With the rate of change and advancements in technology there really is no excuse for the apathy that exudes from academic circles on the use or implementation of a ‘modern’ (read ‘up to date’) use of technology to enhance learning experiences. Continue reading
Peter Reed (@reedyreedles) has made some important and thought provoking posts recently. This is a kind of reply / addition / reflection / enhancement of those posts from my own perspective. Let the games begin … but first it’d help if you had read Pete’s posts:
That’s the short answer. I’m not sure there is even a question there, but I like what Pete has said, I agree with him on both posts. Learning Technologists (LTs) do need to be a Jack (or Jill) of all trades, a master of none (or nearly none). Continue reading
Infographics are great, when they have something worthwhile to say, and show the data in a worthwhile way. This is one of the better ones - The Education of Tomorrow.
Here are some of the headline details from the infographic:
- 90% of college students and high school seniors (yes, another US centric dataset) see tablets as valuable educational tools.
- 63% of college students and high school seniors believe tablets will transform the way college students learn in the future.
- 60% of college students prefer digital formats when reading books inside or outside of class.
- 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.”
The 2014 IGGY Junior Commission report on Education and the Internet is an important read. I’ve not had chance to digest all of it yet, but what I have read makes for some uncomfortable reading for Higher Education – take note: children understand the technology they have access to, the understand the possibilities (and challenge them), and know how they want to use it and bring it into all aspects of their lives, including learning / classroom / education.
“The IGGY Junior Commission enables ten of the brightest young minds to collaborate with one another to achieve a global goal. These young people are the potential leaders of the future and deserve an opportunity to share their views and recommendations.”
Research and interviews from 289 school children and 109 teachers from 14 different countries helped form the conclusions of the report which include: Continue reading
We all love infographics (well, I do. Well, decent ones anyway) which is why this one is really interesting. Instead of being a static “this is what happens in an Internet-minute” like this one and this one) you can see the number of posts, likes, tweets, pins, emails, views, downloads, clicks, saves, etc. build over the time it takes you to view the details of the infographic.
Click image to open interactive version (via Penny Stocks Lab).
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