ALT has produced a series of short films to give you an inside view of who we are (learning Technologists), who they are (ALT), what we do, and why members enjoy being part of our community. Announced on the ALT website earlier this week the videos are of, from, and about the ALT membership who are “making innovative use of learning technology in education about what it means to be part of the community.”
The three videos, embedded below, are:
Using Augmented Reality to Enhance Learning and Teaching
The Open Course in Technology Enhanced Learning (ocTEL)
Seeing the Connections: Twitter Community Exploration with TAGSExplorer Continue reading →
Enjoy this video from Educause. I hope you can see where I am coming from and why I’ve added this video to the #LTHE project as I see the Learning Technologist as an enabler, facilitator, manager, specialist, and even student in these ‘connected age’ Education settings:
“Higher Education is a connected community, and connections can do transformative things. When education is connected it forms a pathway; formal and informal learning are no longer separated. Learners can connect to an ever-widening circle of mentors, peers, experience, knowledge, games, simulations, collaborations tools, and augmented reality can help learners connect the dots in ways never before possible.”
OK, I knew most of this was possible anyway, but somehow it’s more scarey after watching this, where our digital footprint is explained and linked together … it’s not just browsing history, it’s how our smartphones work for / against us when we don’t even use them that’s scary! From a basic Google search to your phone carrier, from advertisers to government agencies, ‘they’ know everything about you!
An excellent introduction for Twitter and teachers or educators, from Alec Couros:
“Since then  I’ve seen this huge growth of teachers really adopting Twitter and using it for amazing purposes. For the most part when you see good practice on Twitter you’re seeing, first of all, teachers develop a personal learning network (PLN) over a long period of time, so they find people who are interesting, who are leaders, whether they are admin people, whether they are subject area specialists, whether they are teachers from a broad spectrum. And it’s not just teachers who are located close, it is teachers from all aspects of the world.”
“Through the use of Twitter teachers are able to connect, see better practice, see what other teachers are doing and share lesson plans, and teachers are doing it in a lot of different ways.”
Turnitin (iPad): Many have asked about an iPad App for Turnitin, and we have waited a while for it. But now it’s here, let’s see if it’s any good!
“Everything you love about grading with Turnitin® is now available on iPad, allowing educators to Grade Anywhere™. Teachers using Turnitin’s grading tools save time grading student papers while offering more meaningful feedback and ensuring their originality.”
The App offers the same functionality we use and enjoy through a browser but in an App-environment. It does take a while to get used to, especially the subtlety when including and adding QuickMarks or comments to the text.
As many of you will have heard, either from the tweets or Blackboard notices, there is building block for Blackboard that allows you to assign and issue badges of achievements to students which they can copy to their Mozilla Back Pack.
I think there still needs to be some proper consideration on what the badge is being issued for: the video below states the badges are issued based on “specific student performance metrics” (don’t get me wrong, I’m in favour of badges and some gamification of learning, but it needs to be an appropriate badge for an appropriate activity) such as:
a section of a course … possibly using the ‘mark as reviewed’ status? This is not meaningful as the students can just mark everything as reviewed and get the badge (I’ve done it before).
complete assignments … why give a badge for this? if they complete the assignment they get a mark and progress to the next module (would a student want to show a badge for a B grade when their friends are showing A’s)?
I would argue that a badge issued to a student who shows a skill learned, not a score or grade given, is more meaningful: e.g. debating skill, team or group management, individual goal attainment, etc. The badges could be carefully aligned to skills and metrics that are as much about the learning and subject as about the professional nature of the course – something the student can use to demonstrate a skill and understanding, something that an employer or interviewer would want to see from an applicant? That would make it more valuable to the student, and increase the importance of the badge.
There are more to badges in learning than just being able to show that the student passed an assignment or activity. What do you think?
As if my MOOC failure rate isn’t bad enough, I’ve signed up for another MOOC in the vain hope that I’ll complete it (only 1 completion out of 6 so far). This one is run through the Blackboard CourseSites environment and is run available for self-enrollment now for a September 2013 start.
The MOOC aims to expand flexible learning opportunities and authentic evidence-based assessment with the use of the Mozilla Open Badge system for “accreditation and employer recognition”. The participating organisations plan to use the MOOC to
“… convene and moderate an international discussion on the role of badges as a new currency of exchange for high value, post-secondary credentials for the new workforce … [and] will explore the ecosystem for a new credential economy based on badges and surface aspects of what would be required to adopt such an approach.”
Starting on September 9th this will run for 6 weeks, so hopefully I’ve done what I need to before I start on my Masters degree with Grainne Conole at the University of Leicester. I do however see one very large downside to this MOOC – there are regular synchronous online sessions planned each week and, being on the other side of the Atlantic, means they will running at an awkward time for those in the UK or Europe.
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.
As technology becomes more ingrained into our daily lives, and our reliance on it for tasks and information increases, so the competition of ‘man vs. machine’ debate hots up. However, Shyam Sankar looks not at this future not as ‘man vs. machine’ but man + machine’:
“Isn’t it supposed to be about man vs machine? Instead it’s about co-operation, and the right type of co-operation. We’ve been paying a lot of attention to Marvin Minsky‘s vision for Artificial Intelligence over the last 50 years. It’s a sexy vision for sure, many have embraced it, it has become the dominant school of thought in computer science. Continue reading →