Yes, it seems strange to ‘reflect’ on 2015 already, but here I go.
I am not going to join many other and write about my predictions for learning technology in 2015, or wax lyrical about developments over the past few years and where we’re heading. I’m just going to use my experiences as a Learning Technologist and my insider knowledge [wink wink] from collating and editing The Really Useful #EdTechBook – I’ll outline some of these ‘observations’.
There is plenty being written about developments in both technology and how we use it. Whether it’s wearable devices or looking at the increasing power and miniaturisation of our tablets, smartphones, and other mobile devices (although I acknowledge that smartphones are getting bigger. Yeah, go figure).
No, what I see happening in discussions I have, tweets I read, posts I comment on, etc. is that there is a growing unease in what we ‘want’ to see. 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 fifth post I talk to Sharon Flynn, Assistant Director at the Centre for Excellence in Learning and Teaching, National University of Ireland, Galway.
DH – Hi Sharon. How does the use of technology, in all its various forms, affect your day-to-day working life?
SF – Almost everything I do, on a daily basis, is affected by technology. From the radio alarm waking me in the morning, the coffee machine that provides the kick to get me started, the always-on aspect of my mobile phone, the constant expectation of availability by email/phone during (and outwith) office hours, my almost constant presence on twitter, my new slow cooker that allows me plan family meals, through to the glorious availability of anything I want to watch on sky+, my day is mostly ruled by technology. And that’s before I get into the proper work aspects of technology for teaching and learning! Continue reading →
Here’s what I learned last week … to call someone a Luddite, in the context of someone who is reluctant to be involved or get involved in technology, is wrong.
Hang on, back up a bit. At ALTC last week Audrey Watters spent a whole hour walking us through technology in history and literature without actually talking about technology at all. From Frankenstein’s monster to Luddites I learned more then than in any single History or literature lesson at school! Yes, really.
So, what’s wrong with Luddites? Well, nothing really, but it’s how we use the term when referring to colleagues who ‘fight’ against technological change or development. Audrey set all of us straight on this – the history of Luddites, and our use of the term, is far from fear of technology or technological change.
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 →
Tagged as a report “exploring new forms of teaching, learning and assessment, to guide educators and policy makers” the Innovating Pedagogy 2013 from the Open University is intended for teachers, policy makers, academics and anyone interested in how education may change over the next ten years.
The 2013 report highlights, for the coming 10 years according to timescale and impact:
Following on from my own work on the impact of employability and (y)our online reputation (and the collaboration with Sue Beckingham in 2012) the following video will not come as a surprise. Sidneyeve Matrix, from Queens University Canada, is an Associate Professor and researches the digital environment(s) and their impact on us professionally and personally, as well as how we allow them impact our lives.
This is Sidneyeve’s keynote from the 2013 AACE Educational Media and Technology (EdMedia) conference back in June. What is good here is the flip side of the work I’ve done before – this is about how we as the worker, employee, and employer, view ourselves online, and what we can do to enhance our personal brand and encourage collaboration.
Regular readers will know I’ve been writing about what I think it is to be a Learning Technologist in a series of posts I’ve been calling ‘What is a Learning Technologist?’. Welcome to part 10 in that series.
Part of my journey is the continuing exploration of the technology and of the role itself, and how it is received and perceived by people I come into contact with (academic, administrative, etc.). I made it clear in 2011, once I completed my PG Cert course, that I wanted to take my learning and teaching more seriously and gain a qualification that would reflect my abilities.
I have considered several Masters level courses since then but have finally settled on the MSc in Learning Innovation from the Institute of Learning Innovation here, at the University of Leicester.
I’m a Learning Technologist. Regular readers will know I have an interest in using, and understanding how we can use, Social Media and Social Networks with students and learning. It’s not just about helping students understand their ‘digital footprint’, or improving their digital literacy, or how their actions online can affect their employability. It is also about using the different tools and techniques for learning and Social Media and Social Networks are a valuable source of learning materials from many different cultures and backgrounds.
Which is why this book is of interest to me – ‘Using Social Media in the Classroom‘ by Megan Poore. Billed as a book that provides “an overview of different types of digital technologies” it is more important to me and how I work that it also covers more contextual and “constructive guidance on how to safely and intelligently use them as tools for learning”. All good stuff I hope you’ll agree.
This quote from Megan is key to the understanding of the benefits for communication, collaboration, participation and socialisation of, and in, education:
“One of the most exciting features of social media for education is precisely their socialness. They allow us to break out of the paradigm of the monolithic learner into the more intricate and complex world of constructivist, active, and situated pedagogies.” (p. 8)
We’re off … not quite! The Coursera and University of Edinburgh MOOC on “E-learning and Digital Cultures” starts next week, although with all the chatter surrounding it you’d think it’s well under way already (good publicity?).
The contact we’ve had from the organisers in the run up to the start of the MOOC (and I was able to speak to Jeremy Knox briefly at the Durham Blackbord Users’ Conference) has been really good, via emails and Twitter (my main two channels of contact) and I’ve had the ability to interact with the organisers and fellow students on the various social network platforms that have had areas set up (Twitter, Facebook, Google+, Google Maps) – to be honest I’d prefer to choose just one to concentrate on, I already feel like I’m being pulled in different directions.
I will not be joining the Facebook group as I use Facebook purely for family & friends – I keep work and Ed Tech passion to Google+, Twitter, and here on my blog.
Considering the fact I hear that the MOOC has upwards of 36,000 people signed up for it I think it’s be prudent and very sensible to concentrate on your preferred platform (Twitter, Google+, etc) as well as the Coursera platform, and stick there otherwise it’ll be too difficult to keep up to date with what is going on.
This video, “Academic Excellence in 140 Characters”, follows the research of Ray Junco (@reyjunco) and his students on the effects of Twitter on student engagement and grades:
“Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.”