The internet is after your job! According to this video at any rate.
“New technology can destroy jobs. In the past, this has mainly affected unskilled jobs, but now it’s hitting the middle classes – cutting a swathe across the creative industries and ‘professions’. Within a generation we may find that there are no such things as a ‘career’ or ‘job security’. What’s driving this disruption to our working lives – and what can you do about it?”
Among other industries previously affected, including manual jobs, it is now the working class world of teachers, lawyers, and doctors that are under fire from technology-inspired application – MOOCs anyone?
The trick, which most of us already know, is to carve your own niche and stand out from the crowd. Be unique, be yourself, and stay relevant.
If the student voice has so much power, as I keep reading that it does (when it comes to module feedback, learning resource development, pricing, etc.) then it stands to reason that the voice of students yet to reach Higher Education also have a voice that should be heard?
This is a great video, students and staff alike, saying what their ‘digital age’ education should be … note the accessible, flexible, personal, social, and collaborative attitudes these students ‘want’ from their learning. Yes, they’re talking about what HE should be in the future, but it’s grounded in their understanding in what is currently available, and possibly what they wish they had already?
“I see technology as the accelerator, the expander, the multiplier.”
Over two years ago I wrote about a few experiences I’d had with some online courses / MOOCs, and why I ‘failed’ (according to the general headline figures of engagement, attendance, etc. that are used in mainstream press).
I want to revisit this, in light of more experience in both designing MOOCs and being a student on them.
Disclaimer: This is based on courses I’ve taken on the FutureLearn, Coursera, Cloudworks, EdX, and WordPress (OcTEL) platforms. I also highlight whether is was a student on the course, or part of the development team.
1. Comments and Engagement: For the most part I’ve been a silent students. This is both deliberate and accidental. Where it’s been a deliberate choice to not engage in the comments and discussion it’s been because I knew I didn’t have the time or inclination to trawl through the hundreds of fairly uninteresting posts to add my two-pennies worth or find the one nugget of insight that is worth anything. It’s also because, for some courses, I didn’t have enough interest to take my engagement further.
If you’ve not heard about the film ‘Terms and Conditions May Apply’ then you ought to go look it up. Better still, go watch it (it’s currently on Netflix, and probably elsewhere on the web in full too). Here’s the trailer:
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.
This post is a slight detour from my usual educational technology based around use and uses in higher education, but this video from Charles Jennings of the Internet Time Alliance does have impact and relevance to those of us working and supporting higher education.
In it Charles talks about workplace learning and how much is retained at different times: “any one of us will forget about half of what we’ve been told within an hour of being told it, unless we have the opportunity to put that into practice within that hour.”
So, what do think happens to students who sit through an hour lecture? Charles talks about informal learning and the benefits over a formal structured class (with tests) on workplace learning. If we think about the College or University as the ‘workplace’ then are we fulfilling our obligation to provide adequate learning environments for the students (and their own personal learning styles)? Continue reading →
As basic Internet speeds up, more and more people are incorporating video in their online lives. Whether it’s a family event,m working from home, or taking part in webinars, webcams are being used.
This handy guide will, hopefully, put an end to those dark or overlit videos .. “how to look good on camera”. It covers lighting, positioning, and connection, and could help you appear more professional (and certainly easier to see/hear).
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.
Here’s a great video for this Friday afternoon: ‘the innovation of loneliness’. What is the connection between social networks and being lonely? The …
“…idea, that we will never have to be alone, is central to changing our psyches. It’s shaping a new way of being; the best way to describe it is “I share, therefore I am”. We use technology to define ourselves by sharing our thoughts and feelings even as we’re having them. Furthermore, we’re faking experiences so we’ll have something to share. So we can feel alive.”