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 →
One aspect of working on MOOCs is that there is no clear way to measure it’s success. Do you use the stats and logs that indicate clicks and time-on-page, or look at the nature of the conversations and/or comments made?
“Digging Deeper into Learners’ Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumption.”
Unsurprisingly the authors highlights the lack of literature around MOOCs that look into the metrics of MOOCs that are not captured on the MOOC platform (EdX, Coursera, FutureLearn, etc.), notably the social engagements, note-taking, and content consumption. Something I’d not considered before is the “availability of large-scale data sets appears to have shaped the research questions that are being asked about MOOCs.” 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.
As part of a new 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 seventh post I talk to Terese Bird, Learning Technologist and SCORE research fellow, University of Leicester.
DH – Hi Terese. How does the use of technology, in all its various forms, affect your day-to-day working life?
TB – Really, I do my job on the strength of first social media, and second mobile devices. I remember when I was being interviewed for my job at Leicester back in 2009, I was asked how I stay on top of developments in the field, and I said, “Twitter.” Even before I had any smart handheld devices, I was regularly using Twitter to learn from others in the field of learning technology and tech innovation generally. Even on extremely busy days, I can take a quick skim through Twitter, retweet a couple of things or put a couple of things on Scoop.it. Not only have I learnt from the blog post or news item, I have shared it, and often get some response on it — so in 20 minutes or so, I have done valuable horizon-scanning, learning, and networking in my field. Continue reading →
While some of us look to the skills, some to the technology, and maybe even some to the individual, it is clear that somewhere there needs to be a generic and ‘global’ view of the learner, the (learning) climate, Continue reading →
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 →
The issue of teacher pay, pension, and working conditions is in the public arena again today as UK teachers go out on strike: “Thousands of pupils in England and Wales will miss lessons on Thursday as members of the National Union of Teachers (NUT) walk out on strike.” – BBC News
And again the thorny issue of parents being fined when they take their children on holiday during term time is linked to the lost day(s) of teaching from the strike action -beautifully summed up in this News Thump (spoof news site) article: “As it is, when my child misses school I’m endangering their education and liable to a significant fine, but when they miss school due to a teacher’s strike it’s ‘in their best interests and helping their long-term future’.”
As someone who works in education, and a parent with children in early years schooling, I sympathise with both sides. But what I want to comment on is the issue of parents being able to take their children out of school for a family holiday during term time. I am sure that there are instances when it is not a good idea, e.g. before exams. But surely there’s something both the parents and the school can agree on for the benefit of the kids? Continue reading →
A handy ‘5 tips for engaging your students in eLearning’ infographic – something to print out and stick on the wall as a handy reminder of what you/we can do to make it easier for students to get the best out of their (e)learning:
This article by Austin Fitzhenry asks a simple question: “can students teach their lecturers a thing or two?”
Go read the full article on the Times Higher Education website, it is very good, extremely well written, and full of thought provoking comments and observations that need consideration if we are to improve the relationship between ‘teaching’ and ‘learning’.
Below are a few sections that caught my eye for one reason or another:
“The question “Why am I here?” often strikes in the 73rd minute of a droning lecture. Don’t misunderstand – I love lectures. But only if the person delivering it knows how to allow learning. And yes, I do mean “allow”, for academics don’t create learning – only the student can do that. Unfortunately, most if not all lecturers are crippled by misunderstandings about their students and ill-founded assumptions about education itself. If we can filter the mud from the Pierian Spring, then they will have far less frustration in their lives and students will stop wishing that they were somewhere else. So one afternoon, after a particularly frustrating day with my professors, I sat down and wrote my lecture to them. I pray that they are taking notes.” Continue reading →