Tag Archives: Social Learning

Learning Technologist pt.15

What is a Learning Technologist? Pt. 15

In May 2015 I joined Warwick Business School, WBS, as an eLearning Consultant. In September the same year I was awarded the ‘highly commended’ Learning Technologist of the Year award from the Association for Learning Technology (ALT). The strange thing is, that was the last time I posted about being a Learning Technologist here. After 14 posts I stopped.

There’s no reason for it, I didn’t even realise I’d done it until a few tweets last night from Clare Thompson (@ClareThomsonQUB) and Sue Beckingham (@suebecks) reminded me about it. Yes, I’ve continued to write about work and wider reading of the industry we’re in, but this is Clare’s tweet that prompted me to write here again, about being a Learning Technologist:

In the last two years I thought of and collaborated on, edited and then self-published  The Really Useful #EdTechBook. I’ve developed, supported, mentored, facilitated, and bled/wept over the creation of two MOOCs for the University of Warwick (Big Data and Literature and Mental Health). I’ve facilitated a total of 15 runs/presentations of all five Warwick MOOCs. I’ve two other MOOCs in development at the moment, one of which took myself and colleagues to Italy recently to interview and film important individuals for case study and ‘thought’ pieces who were attending an event in Prato Centre, Monash University, Italy. Oh, and I’ve met & interviewed Sir Ian McKellen and Stephen Fry, all part of the day job!!

YouTube: Literature and Mental Health

Outside of work on MOOCs I’ve been included on the EdTech Magazine list for 2015 and 2016 lists for ‘Top 50 IT Blogs Influential Blogs in Higher Education’ and the 50 Most Influential HE Professionals Using Social Media list. I was interviewed for the published work on How has Apple transformed your classroom? Part I, the Teacher’s Practical Guide to the Flipped Classroom and wrote this article on ‘Facilitating the Unknown’ in a Special Issue: Open Facilitator Stories, based on the amazing online course BYOD4L, and been involved in multiple weekly tweet-chats from/on LTHEchat.

And these are just the thing I can remember off the top of my head. Perhaps I should be more organised and keep better notes? Oh, and I still Sketchnote.

The great thing is that I have the interest and passion to do all this, all the time. I love being connected and in a position to collaborate or share knowledge and experience. I love that I can swap roles and identities so quickly depending on what the day brings – technical support, pedagogic support, management or administration, etc. No day is the same. No email asks for the same thing. No meeting covers the same thing (well, not very often).

Like Clare I find that IRL meetings can be awkward, conferences can be draining, events can be difficult to get everything done I want and see everyone I want to see AND still have time for the event itself. I’ve been reading the Quiet Revolution, about introverts, and engaging in their regular tweet chat. Having the time to reflect on events and conversations is important, and sometimes events can be so hectic there simply isn’t the time:

Oh, one final thing .. there’s always room for Lego! Pictures of Lego, actual Lego kits, or just talking about Lego.

Image source: clement127 (CC BY-NC-ND 2.0)

Video Filming David Hopkins

How ‘long’ is too ‘long’?

For a few years now I’ve been spouting the same lines when it comes to planning a video for an distance learning course or MOOC: “preferably no more than 4 minutes, definitely no more than 6.” Anything more than 6 and we’d consider splitting it at a natural point in the subject, or working with the individual and their content and seeing where a natural break can be made, or other ways to shorten the video.

This has been supported by experience (from distance learning courses I’ve supported at both Bournemouth and Leicester University’s) and the MOOCs I’ve supported and developed while at Warwick, as well as articles like this.

As with everything, there is enough evidence to be found to support and to disprove it.

Yes, I agree that if you have a ‘teaching’ resource, where the academic/teacher is speaking to camera then there is an optimum length that someone will sit and be ‘talked at’, and this is where I see the 6 minute limit coming into play. These kinds of resources are often loaded to a VLE or a MOOC and as part of a set of resources for the topic or week’s subject area.

But there are other approaches to video content where I don’t see this working. What about case studies or mini-documentaries? What about a conversation, when a short 4 minute clip just isn’t enough to get in to the details? Do you still stick to the short-is-best message? In order for these to work you will often need to make it longer so the content and ‘message’ of the case study can be put across.

Let’s not forget, the video is nothing on it’s own. It must always be put into context for the student – why are you presenting the video for them to watch, what do you expect them to think about when they watch it, is there something they need to question as a result of the video (and/or linking it to other resources to build their wider knowledge about the subject area), can they critique the resource and present their findings back to the group, etc.?
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LinkedIn Snakes and Ladders

Is LinkedIn still relevant?

I have a LinkedIn account and profile – here it is: https://uk.linkedin.com/in/davidmhopkins

I think it’s OK – nothing special, nothing outstanding. I’ve put a little effort into making it what it is, making sure it’s up to date, professional, and that I have appropriate and relevant connections. I am fully aware of how this ‘shop window’ into my work can work for or against me at any time, even when I’ve been ignoring it for months on end.

Those who know me will know that I moved from Bournemouth University to the University of Leicester in 2012, and again on to the University of Warwick in 2014. I am certain that online professional persona was used as part of the interview/hiring process (let’s face it, they’d have missed a trick if they didn’t use them!) as well as my CV and application forms – my Twitter feed, my LinkedIn profile, my (under-used) Google+ stream, SlideShare presentations, published books, etc.

This is why it’s important to spend a little time keeping your profile up to date, trim the connections (or not accept those you don’t know in some way), post updates and projects, etc.

This LinkedIn Snakes and Ladders from Sue Beckingham is just perfect for anyone who has a LinkedIn profile, student or staff. Sue makes important suggestions on what will help or hinder your profile, like adding projects, publications, and a professional photo (help) or sharing trivia, posting insensitive or unprofessional updates (hinder).

LinkedIn snakes or ladders? from Sue Beckingham

My question is, do we still need LinkedIn? Are those of use who are active elsewhere (Twitter, FaceBook, Google, blogs, etc.) doing enough already, or do we need this ‘amalgamator’ that is LinkedIn to pull our work together? Do you use LinkedIn to find out about people you encounter?

Note: I don’t use the LinkedIn Premium. Does anyone?

Image source: Patrick Feller (CC BY 2.0)

Reading List

Reading list: November 27th, 2015

Two weeks ago I posted a short list of a few of the more interesting articles or blog posts I’d been reading. I intend to keep this up, hopefully every fortnight (so it’s not too onerous for me to write or for you to read).

Here’s my second list:

I’ve also started reading the following books – both are well worth your attention!

  • Donald H Taylor: Webinar Master
    “A step-by-step guide to delivering compelling online presentations from a webinar expert and coach.”
  • Ed Catmull: Creativity Inc
    “Overcoming the unseen forces that stand in the way of true inspiration”

Image source: Bernal Saborio (CC BY-SA 2.0)

Customise me

Don’t give it to me unless I can customise it

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

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50 Most Influential HE Professionals Using Social Media #Jisc50social

For a month or two JISC has been asking for names and nominations to a new list they’ve been producing – 50 Most Influential HE Professionals Using Social Media. Well, the time has come and the final list has been announced.

There are some wonderful people on this list I am proud to know and call friends, and some I’m not previously aware of and will be looking at (hmm, sounds a bit stalker’ish, sorry) to learn about what they do, why, and how.

“The final line-up – chosen by a panel of social media experts, including award-winning social media editor for Times Higher Education Chris Parr, Insider Higher Ed journalist and blogger Eric Stoller, and Teacher Training Videos founder Russell Stannard, as well as Jisc’s David Kernohan and Sarah Knight – features an impressive mix of academics alongside vice-chancellors, librarians and IT and support staff.”

The final 50 features outstanding cases of social media use that others could benefit from, and we will be looking to highlight some of this excellent practice in the weeks to come.”

Even more helpful than the list is also the Twitter list, making it easier to follow the work of all those on the list.

Again, it’s an honour to be on the list, and I’d just like to sat how much I enjoy being ‘social’, talking about and sharing ideas and experiences, and above all hearing all about the wonderful things people are doing with students, learning, engagement, collaboration, technology, communication, and each other.

The Circular (Learning) Economy

The Circular (Learning) Economy

I recently attended an event, as part of the team filming it for colleagues, surrounding supply chains (how stuff gets to us). The speakers, Miriam Gilbert and Keith Freegard, spoke wonderfully about the need to do more to include a more circular (recycling) methodology to our manufacturing and processing industries.

And this got me thinking. What are we doing, if anything, about this with our learning? Can we show a similar approach, good or bad, in how we generate, connect, create, collaborate, communicate, curate? (sound familiar?)

But first … what is a circular economy? The Ellen MacArthur Foundation describes it as “a global economic model that decouples economic growth and development from the consumption of finite resources” and that it “provides new opportunities for innovation across fields such as product design, service and business models, food, farming, biological feedstocks and products.” In essence it’s the ability to re-use materials in the manufacturing of new ones. Nothing new, but the processes involved are often ground-breaking and at the forefront of cutting-edge technology.  Continue reading

ALTC 2015

Day 1 #ALTC 2015

This 10th ALT Conference is possibly the largest yet, hosted at the Universty of Manchester, over 3 days with 4 invited keynote speakers, 185 sessions (although some look to have been cancelled), and over 500 expected delegates.

Kicking us off today was an impressive session from Steve Wheeler and two of his students; Becca Smallshaw and Kate Bartlett. Steve covered the kinds of subjects I’ve heard him speak about before, but he stopped short of the usual keynote and handed it over to Becca and Kate. Using the time with them to talk about the expectations and experiences of students, they both handed the alien, and probably quite nerve wracking, experience of 500+ people hanging on their every word extremely well.

I spoke with Steve afterwards and he took great pains to explain that this part of the keynote was not scripted or rehearsed, that Becca and Kate knew very little of his slides; they kind of knew what he might ask them, but not in details. They were free to answer openly and honestly, which for me makes their performance and answers all the more credible and insightful. huge respect to them both for standing there today in front of us!   Continue reading

ALTC 2015

Gearing up for #ALTC 2015

So, with only two weeks to go before this years ALT conference (ALTC) it’s time to start making sense of the programme and sessions, see what’s happening and when, and then trying to work out how to be in several places at once.

So, after a first pass at the ALTC programme here are my plans, subject to change once I spend more time reading more of the abstracts and changing my mind. I think I may need to compare notes with someone who can get to some of the sessions I miss?  Continue reading

Life's a beach #blimage

Life’s a beach #blimage

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